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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. -
20-4.4 Canadian National Identity
20-4.4 Canadian National Identity National Identity 1. Survey your classmates to find out what being Canadian means to them. Fill out the organizer below. Student’s Name What being a Canadian means to him or her: Share your answers with classmates and create a class poster that illustrates what being Canadian means to students in your class. Knowledge and Employability Studio Social Studies 20-4.4 Canadian National Identity ©Alberta Education, April 2019 (www.LearnAlberta.ca) National Identity 1/11 2. Did the people in your class express different points of view on Canadian identity? Your culture and personal experiences may affect your perspective on what it means to be Canadian. Find out how the different types of Canadians below feel about Canadian identity and fill in the diagram with key words that describe their feelings. First Nations French New Canadians Immigrants Canadian Identity Urban Descendants Dwellers of European Settlers Rural Dwellers Knowledge and Employability Studio Social Studies 20-4.4 Canadian National Identity ©Alberta Education, April 2019 (www.LearnAlberta.ca) National Identity 2/11 3. Choose one of the groups from the previous Use these tools: question or another group and conduct a more thorough investigation of how people in that Getting Started with Research group feel about Canadian identity. Create a Recording Information simple presentation of your findings. If possible, include interviews and quotes. 4. To better understand symbols that promote a collective identity in Canada, follow these steps. Step one: Explain the history and importance of the following symbols of Canadian national identity. The Canadian Coat of Arms The Canadian Flag (Maple Leaf) The Canadian National Anthem (O Canada) Step two: Identify 10 Where to Start on the Web other symbols that promote Canadian https://www.canada.ca/en/canadian- identity and what each heritage/services/official-symbols-canada.html represents. -
Social Affairs, Science and Technology
Second Session Deuxième session de la Thirty-seventh Parliament, 2002-03 trente-septième législature, 2002-2003 SENATE OF CANADA SÉNAT DU CANADA Proceedings of the Standing Délibérations du Comité Senate Committee on sénatorial permanent des Social Affairs, Affaires sociales, des Science and sciences et de la Technology technologie Chair: Président: The Honourable MICHAEL KIRBY L'honorable MICHAEL KIRBY Thursday, October 23, 2003 Le jeudi 23 octobre 2003 Issue No. 25 Fascicule no 25 First and last meeting on: Première et dernière réunion concernant: Bill S-3, An Act to amend the National Anthem Le projet de loi S-3, Loi modifiant la Loi sur l'hymne to include all Canadians national afin d'englober tous les Canadiens et Canadiennes INCLUDING: Y COMPRIS: THE THIRTEENTH REPORT OF THE COMMITTEE LE TREIZIÈME RAPPORT DU COMITÉ (Bill S-3) (Projet de loi S-3) WITNESSES: TÉMOINS: (See back cover) (Voir à l'endos) 40550 THE STANDING SENATE COMMITTEE ON LE COMITÉ SÉNATORIAL PERMANENT DES SOCIAL AFFAIRS, SCIENCE AND TECHNOLOGY AFFAIRES SOCIALES, DES SCIENCES ET DE LA TECHNOLOGIE The Honourable Michael Kirby, Chair Président: L'honorable Michael Kirby The Honourable Marjory LeBreton, Deputy Chair Vice-présidente: L'honorable Marjory LeBreton and et The Honourable Senators: Les honorables sénateurs: Callbeck Léger Callbeck Léger * Carstairs, P.C. * Lynch-Staunton * Carstairs, c.p. * Lynch-Staunton (or Robichaud, P.C.) (or Kinsella) (ou Robichaud, c.p.) (ou Kinsella) Cook Morin Cook Morin Cordy Robertson Cordy Robertson Fairbairn, P.C. Roche Fairbairn, -
Human Geography of Canada: Developing a Vast Wilderness
Chapter 7 Guided Notes _________________________________________________________________________________________ NAME Human Geography of Canada: Developing a Vast Wilderness Three major groups in Canada—the native peoples, the French, and the English—have melded into a diverse and economically strong nation. Section 1: History and Government of Canada French and British settlement greatly influenced Canada’s political development. Canada’s size and climate affected economic growth and population distribution. The First Settlers and Colonial Rivalry Early Peoples After Ice Age, migrants cross Arctic land bridge from Asia o ancestors of Arctic Inuit (Eskimos); North American Indians to south Vikings found Vinland (Newfoundland) about A.D. 1000; later abandon Colonization by France and Britain French explorers claim much of Canada in 1500–1600s as “New France”; British settlers colonize the Atlantic Coast Steps Toward Unity Establishing the Dominion of Canada In 1791 Britain creates two political units called provinces o Upper Canada (later, Ontario): English-speaking, Protestant; Lower Canada (Quebec): French-speaking, Roman Catholic Rupert’s Land a northern area owned by fur-trading company Immigrants arrive, cities develop: Quebec City, Montreal, Toronto o railways, canals are built as explorers seek better fur-trading areas Continental Expansion and Development From the Atlantic to the Pacific In 1885 a transcontinental railroad goes from Montreal to Vancouver o European immigrants arrive and Yukon gold brings fortune hunters; -
C) Robert Stanley Weir, 1908 (Close to Our Current Version)
A) 1880 version Original O CANADA French lyrics by Adolphe-Basile Routhier, 1880 One verse reads: O Canada! Our fathers’ land of old Thy brow is crown’d with leaves of red and gold. Beneath the shade of the Holy Cross Thy children own their birth No stains thy glorious annals gloss Since valour shield thy hearth. Almighty God! On thee we call Defend our rights, forfend this nation’s thrall, Defend our rights, forfend this nation’s thrall. B) The McCulloch Version, a lady’s touch. Early 1900’s O Canada! In praise of thee we sing; From echoing hills our anthems proudly ring. With fertile plains and mountains grand With lakes and rivers clear, Eternal beauty, thou dost stand Throughout the changing year. Lord God of Hosts! We now implore Bless our dear land this day and evermore, Bless our dear land this day and evermore C) Robert Stanley Weir, 1908 (Close to our current version) O Canada! Our home and native land! True patriot love thou dost in us command. We see thee rising fair, dear land, The True North, strong and free; And stand on guard, O Canada, We stand on guard for thee. C) Robert Stanley Weir, 1908 (Close to our current version) O Canada! O Canada! O Canada! We stand on guard for thee. O Canada! We stand on guard for thee. O Canada! Where pines and maples grow, Great prairies spread and lordly rivers flow, How dear to us thy broad domain, C) Robert Stanley Weir, 1908 (Close to our current version) From East to Western Sea; Thou land of hope for all who toil! Thou True North, strong and free! O Canada! Beneath thy shining skies May stalwart sons and gentle maidens rise, To keep thee steadfast through the years, From East to Western Sea. -
Remembrance Sunday: Holy Eucharist Sunday, November 11, 2018
REMEMBRANCE SUNDAY: HOLY EUCHARIST SUNDAY, NOVEMBER 11, 2018 St. George’s Anglican Church: 1101 Stanley Street, Montreal, QC [email protected] • Tel: (514) 866 7113 • www.st-georges.org Please join in the congregational parts of the service, which are shown in bold print.) Ministering in the service today ... Celebrant: The Rev. Deborah Noonan; Preacher: Ms. Susan Searle; Ministrants: Leonora Dowker, Anne Gibson; Server: Patrick Burrowes; Torches: Ron O’Connell, Hilliard Goldfarb; Flag &Wreath Bearers: Sunday School & Fred Dowker; Readers: Archibald Robertson, Jane Wigglesworth, Pascal Brandt-Gagnon, The Rev. Dr. Holly Ratcliffe; Intercessor: Sylvia White; Greeters: Royal Leduc, Sylvia White, Carole Gabellini; Altar Guild: Children’s Ministry Coordinator: Elodie Lambert; Music Director: Jean Sébastien Allaire; Organist: Philip Crozier; Trumpeter: Julien Cossette. Prelude: Choral Dorien (JA 67) Jehan Alain (1911-1940) Introit: “IN REMEMBRANCE” (from Requiem, 1996) Eleanor Daley (b. 1955) Do not stand at my grave and weep. I am not there. I do not sleep. I am a thousand winds that blow. I am the diamond glints on snow. I am the sunlight on ripened grain. I am the gentle autumn rain. When you awaken in the morning's hush, I am the swift uplifting rush of quiet birds in circled flight. I am the soft stars that shine at night. Do not stand at my grave and cry. I am not there. I did not die. (Mary Elizabeth Frye – 1932) We stand at the entrance of the Sanctuary Party, as the flag and wreath are presented. “GOD SAVE THE QUEEN” All sing God save our gra - cious Queen, long live our no - ble Queen: God save the Queen. -
Asian Minorities in Canada: Focusing on Chinese and Japanese People
Asian Minorities in Canada: Focusing on Chinese and Japanese People Jeong Mi Lee A thesis submitted in conformity with the requirements for the degree of Master of Arts Graduate Department of East Asian Studies University of Toronto O Copyright by Jeong Mi Lee 1999 National Library Bibliothèque nationale du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395, rue Wellington OnawaON K1AW OnawaON K1AW Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing tk exclusive permettant a la National Lïbrary of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfichelfilm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels may be printed or othenvise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Asian Minorities in Canada: Focusing on Chinese and Japanese People Master of Arts, 1999 Jeong Mi Lee Department of East Asian Studies University of Toronto Abstract Canada consists of immigrants from al1 over the world - and it creates diverse cultures in one society. Arnong them, Asian immigrants from China and Japan have especially experienced many difficulties in the early period. -
'O Canada' and the Two Solitudes
‘O Canada’ and the Two Solitudes James Bowden e should speak not of one “O Canada” but Des plus brillants exploits. Wof the two O Canadas, which represent Et ta valeur, de foi trempée, the two solitudes of English and French Canada. Protégera nos foyers et nos droits. The original French lyrics of Sir Adolphe-Basile Protégera nos foyers et nos droits. Routhier and the English lyrics of Sir Robert Stanley Weir bear no resemblance to each oth- Translation: er. The French lyrics celebrate the French Fact and commemorate a glorious crusade to Chris- O Canada, tianize North America with lines like “he knows land of our ancestors to carry the sword; he knows to carry the cross” Glorious deeds circle your brow and “valour steeped in faith”; in contrast, the For your arm knows how to wield the sword English lyrics appeal to a Loyalist patriotism, Your arm knows how to carry the cross; where the “true” in “True North” suggests the Your history is an epic virtues of steadfastness and loyalty. of brilliant deeds Parliament adopted Routhier’s original And your valour steeped in faith French text of “O Canada” and a modified ver- will protect our homes and our rights, sion of Weir’s English version of “O Canada” as Will protect our homes and our rights. the official national anthem through the Na- tional Anthem Act of 1980. The English lyrics Weir’s original poem from 1908 said: derived from the modifications that a Special Joint Committee of the House of Commons and O Canada! Senate had recommended to Weir’s poem in Our home, our native land. -
After the Financial Crisis, What Should a Model Central Bank Look Like?
Central Bank Independence Revisited: After the financial crisis, what should a model central bank look like? Ed Balls, James Howat, Anna Stansbury April 2018 M-RCBG Associate Working Paper Series | No. 87 The views expressed in the M-RCBG Associate Working Paper Series are those of the author(s) and do not necessarily reflect those of the Mossavar-Rahmani Center for Business & Government or of Harvard University. The papers in this series have not undergone formal review and approval; they are presented to elicit feedback and to encourage debate on important public policy challenges. Copyright belongs to the author(s). Papers may be downloaded for personal use only. Mossavar-Rahmani Center for Business & Government Weil Hall | Harvard Kennedy School | www.hks.harvard.edu/mrcbg MR- CBG WORKING PAPER April 2018 Central Bank Independence Revisited: After the financial crisis, what should a model central bank look like? Ed Balls Research Fellow, Mossavar-Rahmani Center for Business and Government, John F Kennedy School of Government, Harvard University & Visiting Professor, King’s College London James Howat John F Kennedy School of Government, Harvard University Anna Stansbury John F Kennedy School of Government & Economics Department, Harvard University An earlier version of this paper was published in September 2016 as a working paper by the Mossavar-Rahmani Center for Business and Government at Harvard University. It was largely written during Ed’s term as Senior Fellow at the M-RCBG, during which James was an MPP student and before Anna began her PhD course. Earlier versions of this paper were presented at a Harvard-wide panel event on 27th March 2017, at the Feldstein-Friedman Macroeconomic Policy Seminar in the Department of Economics, Harvard University on 1st March 2016 and to the Senior Fellows Meeting at the Mossavar-Rahmani Center for Business and Government, Harvard Kennedy School in February 2016. -
KHAN-DISSERTATION-2018.Pdf
O CANADA, WHOSE HOME AND NATIVE LAND? AN AUTOBIOGRAPHICAL NARRATIVE INQUIRY INTO THE CRITICAL ROLE OF CURRICULUM IN IDENTITY AFFIRMATION A Thesis Submitted to the College of Graduate and Postdoctoral Studies In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In the Department of Curriculum Studies University of Saskatchewan Saskatoon Canada By MOMINA A. KHAN Copyright Momina A. Khan, July, 2018. All rights reserved. PERMISSION TO USE In presenting this dissertation in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this dissertation in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my dissertation work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis work was done. It is understood that any copying or publication or use of this dissertation or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my dissertation. Requests for permission to copy or to make other uses of materials in this thesis/dissertation in whole or part should be addressed to: Head of the Department of Curriculum Studies University of Saskatchewan 28 Campus Drive Saskatoon, Saskatchewan S7N 0X1 Canada Dean of College of Graduate and Postdoctoral Studies University of Saskatchewan 116 Thorvaldson Building, 110 Science Place Saskatoon, Saskatchewan S7N 5C9 Canada i Abstract The Canadian Charter of Rights and Freedoms (1982) guarantees fundamental freedoms of conscience, religion, thought, belief, and opinion. -
Lecture/Recital of My Thesis on French-Canadian Music
THE PEDAGOGICAL VALUE ! OF ART SONGS BY ! FRENCH-CANADIAN COMPOSERS." A Selection of Vocal Music by ! Calixa Lavallée, Lionel Daunais ! and André Mathieu. This is the Lecture/Recital Portion of a Thesis Presented to The Faculty of the Department of Music Northeastern Illinois University In Partial Fulfillment Of the Requirements for the Degree Master of Arts In Applied Music Pedagogy By Lorraine Manifold (May 2011) MUSIC IN CANADA French-Canadian mélodies are a valuable addition to the repertoire of all students Works by 3 composers are featured: • Calixa Lavallée (1842 - 1891) • Lionel Daunais (1901 - 1982) • André Mathieu (1929 - 1968) MUSIC IN CANADA Pedagogical Value French-Canadian mélodies have a lot to offer voice students. The pedagogical value of these songs will help them learn French diction, vowel modification in the French language, breath management, unifying registers, adding more space, energy and depth for ascending pitches, as well as singing legato and with various articulations. MUSIC IN CANADA Cultural poverty in Canada before 1867. • Canadian composers were mostly amateurs • European influences could not be transplanted into Canada’s “musical wilderness” • The clergy prevented the rise of secular music Historical Context! 1867 - 1920 Confederation united the country politically, culturally and economically. 1867" MUSIC IN CANADA 19th century The coffee house: a musical tradition that did not exist in France: amateurs as well as professionals performed ballads, opera arias, and instrumental music. MUSIC IN CANADA From Confederation 1867 to 1920 • Rise of a sense of professionalism in music education, performance and composition • Large growth of number of native performers and composers • Development of a Canadian musical style • Rise of Canadian subjects as sources of inspiration.