Canada's French and the British Connection Katherine L
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Saskatchewan Bound: Migration to a New Canadian Frontier
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 1992 Saskatchewan Bound: Migration to a New Canadian Frontier Randy William Widds University of Regina Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Widds, Randy William, "Saskatchewan Bound: Migration to a New Canadian Frontier" (1992). Great Plains Quarterly. 649. https://digitalcommons.unl.edu/greatplainsquarterly/649 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. SASKATCHEWAN BOUND MIGRATION TO A NEW CANADIAN FRONTIER RANDY WILLIAM WIDDIS Almost forty years ago, Roland Berthoff used Europeans resident in the United States. Yet the published census to construct a map of En despite these numbers, there has been little de glish Canadian settlement in the United States tailed examination of this and other intracon for the year 1900 (Map 1).1 Migration among tinental movements, as scholars have been this group was generally short distance in na frustrated by their inability to operate beyond ture, yet a closer examination of Berthoff's map the narrowly defined geographical and temporal reveals that considerable numbers of migrants boundaries determined by sources -
Using Folklore to Explore French Canadian Culture and Geography
Using Folklore to Explore French Canadian Culture and Geography Author Cynthia Shoemaker Grade Level 4 Duration 1-3 class periods National Standards AZ Standards Arizona Social Science Standards GEOGRAPHY ELA GEOGRAPHY Element 2: Places Reading Human-environment and Regions Key Ideas and Details interactions are essential 4. The physical and 4.RL.1Refer to details and examples in a text aspects of human life in all human characteristics when explaining what the text says explicitly societies. of places and when drawing inferences from the text. 4.G2.1 Compare the diverse 5. People create Craft and Structure ways people or groups of people regions to interpret 4.RL.4 Determine the meaning of words, have impacted, modified, or Earth's complexity phrases, and figurative language found in adapted to the environment of the 6. How culture and stories, poetry, myths, and traditional Americas. experience influence literature from different cultures, including Examining human population people's perceptions those that allude to significant characters. and movement helps of places and regions Writing individuals understand past, Element 4: Human Text Types and Purposes present, and future conditions Systems 4.W.2 Write informative/explanatory texts to on Earth’s surface. 9. The characteristics, examine a topic and convey ideas and 4.G3.1 Explain how the location distribution and information clearly. and use of resources affects migration of human a. Introduce a topic clearly and group related human settlement and movement. populations on information in paragraphs and sections; HISTORY Earth’s surface include formatting (e.g., headings), The development of 10. The illustrations, and multimedia when useful to civilizations, societies, characteristics, aiding comprehension. -
2019 Survey of Canadians CANADA: PULLING TOGETHER OR DRIFTING APART? Final Report APRIL 2019
confederation of tomorrow 2019 Survey of Canadians CANADA: PULLING TOGETHER OR DRIFTING APART? Final Report APRIL 2019 INSTITUTE FOR RESEARCH ON PUBLIC POLICY This study was conducted by the Environics Institute for Survey Research, in partnership with the following organizations: THE MOWAT CENTRE The Mowat Centre is an independent public policy think-tank located at the Munk School of Global Affairs and Public Policy at the University of Toronto, and Ontario’s non-partisan, evidence-based voice on public policy. We undertake collaborative applied policy research, propose innovative research-driven recommendations, and engage in public dialogue on Canada’s most important national issues. https://mowatcentre.ca/ THE CANADA WEST FOUNDATION The Canada West Foundation focuses on the policies that shape the West, and by extension, Canada. Through independent, evidence-based research and commentary, the Canada West Foundation provides practical solutions to tough public policy challenges facing the West at home and on the global stage. http://cwf.ca LE CENTRE D’ANALYSE POLITIQUE – CONSTITUTION ET FÉDÉRALISME (CAP-CF) À L’UNIVERSITÉ DU QUÉBEC À MONTRÉAL (UQAM) CAP-CF’s mission is to stimulate research on constitutional politics and federalism, and to advance in innovative ways the analysis and understanding of contemporary constitutional issues in Canada and other federations. https://capcf1.wixsite.com/accueil INSTITUTE FOR RESEARCH ON PUBLIC POLICY Founded in 1972, the Institute for Research on Public Policy is an independent, national, bilingual, not-for-profit organization. The IRPP seeks to improve public policy in Canada by generating research, providing insight and informing debate on current and emerging policy issues facing Canadians and their governments. -
Selected Issues for Canadians Holding and Disposing of Us Vacation Property
SELECTED ISSUES FOR CANADIANS HOLDING AND DISPOSING OF U.S VACATION PROPERTY Carol Fitzsimmons Hodgson Russ LLP Buffalo Philip Friedlan Friedlan Law Richmond Hill Adam Friedlan Friedlan Law Richmond Hill 2015 Ontario Tax Conference SELECTED ISSUES FOR CANADIANS HOLDING AND DISPOSING OF U.S. VACATION PROPERTY Carol A. Fitzsimmons, Philip Friedlan and Adam Friedlan TABLE OF CONTENTS Introduction ................................................................................................................................ 1 U.S. Tax Issues for Canadians Owning U.S. Vacation Property ................................................... 2 Introduction .............................................................................................................................2 U.S. Federal Income Tax .........................................................................................................2 Introduction .........................................................................................................................2 Sale ......................................................................................................................................2 Rental ..................................................................................................................................3 U.S. Transfer Tax System ........................................................................................................4 Generally .............................................................................................................................4 -
Francophone Historical Context Framework PDF
Francophone Historic Places Historical Context Thematic Framework Canot du nord on the Fraser River. (www.dchp.ca); Fort Victoria c.1860. (City of Victoria); Fort St. James National Historic Site. (pc.gc.ca); Troupe de danse traditionnelle Les Cornouillers. (www. ffcb.ca) September 2019 Francophone Historic Places Historical Context Thematic Framework Francophone Historic Places Historical Context Thematic Framework Table of Contents Historical Context Thematic Framework . 3 Theme 1: Early Francophone Presence in British Columbia 7 Theme 2: Francophone Communities in B.C. 14 Theme 3: Contributing to B.C.’s Economy . 21 Theme 4: Francophones and Governance in B.C. 29 Theme 5: Francophone History, Language and Community 36 Theme 6: Embracing Francophone Culture . 43 In Closing . 49 Sources . 50 2 Francophone Historic Places Historical Context Thematic Framework - cb.com) - Simon Fraser et ses Voya ses et Fraser Simon (tourisme geurs. Historical contexts: Francophone Historic Places • Identify and explain the major themes, factors and processes Historical Context Thematic Framework that have influenced the history of an area, community or Introduction culture British Columbia is home to the fourth largest Francophone community • Provide a framework to in Canada, with approximately 70,000 Francophones with French as investigate and identify historic their first language. This includes places of origin such as France, places Québec, many African countries, Belgium, Switzerland, and many others, along with 300,000 Francophiles for whom French is not their 1 first language. The Francophone community of B.C. is culturally diverse and is more or less evenly spread across the province. Both Francophone and French immersion school programs are extremely popular, yet another indicator of the vitality of the language and culture on the Canadian 2 West Coast. -
A Comparative Study of French-Canadian and Mexican-American Contemporary Poetry
A COMPARATIVE STUDY OF FRENCH-CANADIAN AND MEXICAN-AMERICAN CONTEMPORARY POETRY by RODERICK JAMES MACINTOSH, B.A., M.A. A DISSERTATION IN SPANISH Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OP PHILOSOPHY Approved Accepted May, 1981 /V<9/J^ ACKNOWLEDGMENTS I am T«ry grateful to Dr. Edmundo Garcia-Giron for his direction of this dissertation and to the other mem bers of my committee, Dr. Norwood Andrews, Dr. Alfred Cismaru, Dr. Aldo Finco and Dr. Faye L. Bianpass, for their helpful criticism and advice. 11 ' V^-^'s;-^' CONTENTS ACKNOWI£DGMENTS n I. k BRIEF HISTORY OF QUE3EC 1 II• A BRIEF HISTORY OF MEXICAN-AMERICANS ^9 III. A LITERARY HISTORY OF QUEBEC 109 IV. A BRIEF OUTLINE OF ^MEXICAN LITERATURE 164 7» A LITERARY HISTORY OF HffiXICAN-AT/lERICANS 190 ' VI. A COMPARATIVE LOOK AT CANADZkll FRENCH AND MEXICAN-AMERICAN SPANISH 228 VII- CONTEMPORARY PRSNCK-CANADIAN POETRY 2^7 VIII. CONTEMPORARY TffiCICAN-AMERICAN POETRY 26? NOTES 330 BIBLIOGRAPHY 356 111 A BRIEF HISTORY OF QUEBEC In 153^ Jacques Cartier landed on the Gaspe Penin sula and established French sovereignty in North America. Nevertheless, the French did not take effective control of their foothold on this continent until 7^ years later when Samuel de Champlain founded the settlement of Quebec in 1608, at the foot of Cape Diamond on the St. Laurence River. At first, the settlement was conceived of as a trading post for the lucrative fur trade, but two difficul ties soon becam,e apparent—problems that have plagued French Canada to the present day—the difficulty of comirunication across trackless forests and m.ountainous terrain and the rigors of the Great Canadian Winter. -
From European Contact to Canadian Independence
From European Contact to Canadian Independence Standards SS6H4 The student will describe the impact of European contact on Canada. a. Describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation. From European Contact to Quebec’s Independence Movement • The First Nations are the native peoples of Canada. • They came from Asia over 12,000 years ago. • They crossed the Bering Land Bridge that joined Russia to Alaska. • There were 12 tribes that made up the First Nations. • The Inuit are one of the First Nation tribes. • They still live in Canada today. • In 1999, Canada’s government gave the Inuit Nunavut Territory in northeast Canada. • The first explorers to settle Canada were Norse invaders from the Scandinavian Peninsula. • In 1000 CE, they built a town on the northeast coast of Canada and established a trading relationship with the Inuit. • The Norse deserted the settlement for unknown reasons. • Europeans did not return to Canada until almost 500 years later… • The Italian explorer, John Cabot, sailed to Canada’s east coast in 1497. • Cabot claimed an area of land for England (his sponsor) and named it “Newfoundland”. •Jacques Cartier sailed up the St. Lawrence River in 1534. •He claimed the land for France. •French colonists named the area “New France”. • In 1608, Samuel de Champlain built the first permanent French settlement in New France— called Quebec. • The population grew slowly. • Many people moved inland to trap animals. • Hats made of beaver fur were in high demand in Europe. -
Canada in the Classroom
Canada in the Classroom Notes to Accompany PowerPoint Presentation (Given at the Canadian Consulate in Denver in September 2005) by Nadine Fabbi, University of Washington Slide #1 – Canadian Studies in the U.S. This power point presentation will introduce you to Canadian Studies in the U.S. and to the rationale behind international education in the U.S. It will orient you to the Canadian Studies “community” and answer the question, “Why study Canada?” In addition, the presentation will provide a quick overview of Canadian-American history and the Linking: Connecting Canadian History to the U.S. curriculum modules available on the K-12 STUDY CANADA website. Slide #2 – Sputnik 1 In 1957, at the height of the Cold War, the Soviet Union launched the first artificial satellite – Sputnik 1. Its launch kicked off the Space Race but, more important to this discussion, the U.S. responded by setting in place a reform movement in science and international education. Millions of dollars were immediately poured into scientific research and international education and the U.S. Department of Education’s International Programs were created. (The largest increase in funding in international programs since that time came after 9/11.) The U.S. defined international education as critical to global competitiveness and to the peaceful resolution of conflict. And, as our world shrinks in size, international studies is increasingly relevant. Slide #3 – Map with National Resource Centers One of the many federally-funded international programs are the Title VI programs whose mandate is to increase international studies content in teaching and research not only at the level of higher education, but also with the general public, business, media, the government, and for K-12 educators. -
Discover Canada the Rights and Responsibilities of Citizenship 2 Your Canadian Citizenship Study Guide
STUDY GUIDE Discover Canada The Rights and Responsibilities of Citizenship 2 Your Canadian Citizenship Study Guide Message to Our Readers The Oath of Citizenship Le serment de citoyenneté Welcome! It took courage to move to a new country. Your decision to apply for citizenship is Je jure (ou j’affirme solennellement) another big step. You are becoming part of a great tradition that was built by generations of pioneers I swear (or affirm) Que je serai fidèle before you. Once you have met all the legal requirements, we hope to welcome you as a new citizen with That I will be faithful Et porterai sincère allégeance all the rights and responsibilities of citizenship. And bear true allegiance à Sa Majesté la Reine Elizabeth Deux To Her Majesty Queen Elizabeth the Second Reine du Canada Queen of Canada À ses héritiers et successeurs Her Heirs and Successors Que j’observerai fidèlement les lois du Canada And that I will faithfully observe Et que je remplirai loyalement mes obligations The laws of Canada de citoyen canadien. And fulfil my duties as a Canadian citizen. Understanding the Oath Canada has welcomed generations of newcomers Immigrants between the ages of 18 and 54 must to our shores to help us build a free, law-abiding have adequate knowledge of English or French In Canada, we profess our loyalty to a person who represents all Canadians and not to a document such and prosperous society. For 400 years, settlers in order to become Canadian citizens. You must as a constitution, a banner such as a flag, or a geopolitical entity such as a country. -
From Britishness to Multiculturalism: Official Canadian Identity in the 1960S
Études canadiennes / Canadian Studies Revue interdisciplinaire des études canadiennes en France 84 | 2018 Le Canada et ses définitions de 1867 à 2017 : valeurs, pratiques et représentations (volume 2) From Britishness to Multiculturalism: Official Canadian Identity in the 1960s De la britannicité au multiculturalisme : l’identité officielle du Canada dans les années 1960 Shannon Conway Electronic version URL: http://journals.openedition.org/eccs/1118 DOI: 10.4000/eccs.1118 ISSN: 2429-4667 Publisher Association française des études canadiennes (AFEC) Printed version Date of publication: 30 June 2018 Number of pages: 9-30 ISSN: 0153-1700 Electronic reference Shannon Conway, « From Britishness to Multiculturalism: Official Canadian Identity in the 1960s », Études canadiennes / Canadian Studies [Online], 84 | 2018, Online since 01 June 2019, connection on 07 July 2019. URL : http://journals.openedition.org/eccs/1118 ; DOI : 10.4000/eccs.1118 AFEC From Britishness to Multiculturalism: Official Canadian Identity in the 1960s Shannon CONWAY University of Ottawa The 1960s was a tumultuous period that resulted in the reshaping of official Canadian identity from a predominately British-based identity to one that reflected Canada’s diversity. The change in constructions of official Canadian identity was due to pressures from an ongoing dialogue in Canadian society that reflected the larger geo-political shifts taking place during the period. This dialogue helped shape the political discussion, from one focused on maintaining an out-dated national identity to one that was more representative of how many Canadians understood Canada to be. This change in political opinion accordingly transformed the official identity of the nation-state of Canada. Les années 1960 ont été une période tumultueuse qui a fait passer l'identité officielle canadienne d'une identité essentiellement britannique à une identité reflétant la diversité du Canada. -
THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � -
From Constitutional Convention to Republic Referendum: a Guide to the Processes, the Issues and the Participants ISSN 1328-7478
Department of the Parliamentary Library INFORMATION AND RESEARCH SERVICES •~J..>t~)~.J&~l<~t~& Research Paper No. 25 1998-99 From Constitutional Convention to Republic Referendum: A Guide to the Processes, the Issues and the Participants ISSN 1328-7478 © Copyright Commonwealth ofAustralia 1999 Except to the exteot of the uses permitted under the Copyright Act 1968, no part of this publication may be reproduced or transmitted in any form or by any means including information storage and retrieval systems, without the prior written consent of the Department ofthe Parliamentary Library, other than by Senators and Members ofthe Australian Parliament in the course oftheir official duties. This paper has been prepared for general distribntion to Senators and Members ofthe Australian Parliament. While great care is taken to ensure that the paper is accurate and balanced,the paper is written using information publicly available at the time of production. The views expressed are those of the author and should not be attributed to the Information and Research Services (IRS). Advice on legislation or legal policy issues contained in this paper is provided for use in parliamentary debate and for related parliamentary purposes. This paper is not professional legal opinion. Readers are reminded that the paper is not an official parliamentary or Australian govermnent document. IRS staff are available to discuss the paper's contents with Senators and Members and their staffbut not with members ofthe public. , ,. Published by the Department ofthe Parliamentary Library, 1999 INFORMATION AND RESEARCH SERVICES , Research Paper No. 25 1998-99 From Constitutional Convention to Republic Referendum: A Guide to the Processes, the Issues and the Participants Professor John Warhurst Consultant, Politics and Public Administration Group , 29 June 1999 Acknowledgments This is to acknowledge the considerable help that I was given in producing this paper.