Indigenous Peoples in Canada Worksheet
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Factum Majority (55%) of Canadians – Both Women (59%) and Men (52%) – Fail True-Or-False Quiz About Canadian Women’S History
Factum Majority (55%) of Canadians – Both Women (59%) and Men (52%) – Fail True-or-False Quiz about Canadian Women’s History Celine Dion Tops the List of Canadian Women that Canadians Most Want to Dine With Toronto, ON, October XX, 2018 — A majority (55%) of Canadians have failed a true-or-false quiz about Canadian women’s history, according to a new Ipsos poll conducted on behalf of Historica Canada. Only 45% of Canadians scored at least 6 correct responses out of 12 to pass the quiz, which covered questions relating to political history, arts and culture, and military history. More specifically, just 3% of Canadians got an “A”, answering 10 or more questions correctly. Another 5% got a “B” (9 questions correct), 9% a “C” (8 questions correct), and 27% a D. In fact, a majority of both women (59%) and men (52%) failed the quiz. The fail rate was highest in Alberta (62%), followed by those living in British Columbia (57%), Ontario (56%), Quebec (56%), Saskatchewan and Manitoba (45%) and Atlantic Canada (45%). In Saskatchewan and Manitoba and Atlantic Canada, a majority (55%) passed the twelve-question quiz. Six in ten individuals aged 18-34 (59%) and 35-54 (61%) failed, while only 48% of Boomers aged 55+ failed. The following chart displays the statements that were posed to Canadians, along with the percentage who believed them to be true, false, or simply didn’t know and didn’t venture a guess. The correct answer is bolded, and results are displayed from the most accurate to the least accurate. -
Past Finder Drayton Valley Branch Alberta Genealogical Society
1 PAST FINDER DRAYTON VALLEY BRANCH ALBERTA GENEALOGICAL SOCIETY Drayton Valley Branch OF Alberta Genealogy Society Celebrates 20 Years As a Branch Volume 21 Issue 1 February 2015 ISSN 1920-9703 2 Drayton Valley Branch Alberta Genealogical Society PO Box 115 Rocky Rapids, AB T0E 1Z0 Meetings held 7:00 pm Third Wednesday of each month Except July, August and December In the library at Wishing Well Apartments 5208 – 47 Ave Valley, AB The Branch library and resources are located at Wishing Well Apartments and are available to members seven days a week from 9:00am to 9:00 pm. The library is on the second floor. Members are given an access code to open the key lock box which will give them access to the building and another key lock box by the library door will give them access to the library. EXECUTIVE President Connie Stuhl 780-542-9288 Past president Colleen Andersen 780-542-2787 Vice President vacant Secretary Bev Wright 780-542-7292 Treasurer Bev Wright 780-542-7292 Historian Vacant Library Colleen Andersen 780-542-2787 Newsletter Miriam Roberts 780-542-2215 Publicity Miriam Roberts 780-542-2215 Fund Raising Vacant Volunteer Hours Colleen Andersen 780-542-2787 Communication Vacant Parliamentarian Vacant TWIGS, BARK & KINDLING Please send me some articles for the Pastfinder, I need some input. I request anyone who will be celebrating 25 years as a member of AGS in the coming year, please notify the executive. We are hoping to get some new members this year. NB Past Finder will be published in Spring and Fall x 2 a year. -
Acadiens and Cajuns.Indb
canadiana oenipontana 9 Ursula Mathis-Moser, Günter Bischof (dirs.) Acadians and Cajuns. The Politics and Culture of French Minorities in North America Acadiens et Cajuns. Politique et culture de minorités francophones en Amérique du Nord innsbruck university press SERIES canadiana oenipontana 9 iup • innsbruck university press © innsbruck university press, 2009 Universität Innsbruck, Vizerektorat für Forschung 1. Auflage Alle Rechte vorbehalten. Umschlag: Gregor Sailer Umschlagmotiv: Herménégilde Chiasson, “Evangeline Beach, an American Tragedy, peinture no. 3“ Satz: Palli & Palli OEG, Innsbruck Produktion: Fred Steiner, Rinn www.uibk.ac.at/iup ISBN 978-3-902571-93-9 Ursula Mathis-Moser, Günter Bischof (dirs.) Acadians and Cajuns. The Politics and Culture of French Minorities in North America Acadiens et Cajuns. Politique et culture de minorités francophones en Amérique du Nord Contents — Table des matières Introduction Avant-propos ....................................................................................................... 7 Ursula Mathis-Moser – Günter Bischof des matières Table — By Way of an Introduction En guise d’introduction ................................................................................... 23 Contents Herménégilde Chiasson Beatitudes – BéatitudeS ................................................................................................. 23 Maurice Basque, Université de Moncton Acadiens, Cadiens et Cajuns: identités communes ou distinctes? ............................ 27 History and Politics Histoire -
A Project Of: with Support From
A Project of: With support from: Part II: MESSAGE INTRODUCTION In your original small groups, look at documents such CANADA’S SYSTEM A healthy democratic society functions best when its population as the Canadian Charter of Rights and Freedoms, is educated and engaged as active and informed citizens. Civics Immigration, Refugees and Citizenship Canada’s study education equips ordinary citizens with knowledge of how the guide for newcomers, and the Welcome to Canada guide, Canadians elect Parliaments in every federal and provincial This guide complements provincial Canadian political system works, and empowers them to make a all of which are available online. Write down at least three election, as well as in the Yukon territory. The party that has and territorial curricula in middle difference in their communities and beyond. values from the Charter. Give examples from the other the most seats in Parliament is given the constitutional right and high school civics and social documents of statements that reflect these values in to form the government. This is known as “commanding the science classes and is meant to This education guide focuses on key topics in Canadian support of your findings. confidence of the House.” The leader of the party that forms civics. The activities inform readers about how the Canadian help prepare students for the the government becomes the prime minister in a federal governmental system works, and their rights and responsibilities In small groups or in a class discussion, compare your five Citizenship Challenge. The lessons election or the premier in a provincial election. may be used in order or on their as Canadian citizens. -
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Petroglyphs in Writing-On- “Language has always LANGUAGE POLICY & Stone Provincial 1774 Park, Alberta, The Quebec Act is passed by the British parliament. To Message been, and remains, RELATIONS IN CANADA: (Dreamstime.com/ TIMELINE Photawa/12622594). maintain the support of the French-speaking majority to Teachers at the heart of the in Québec, the act preserves freedom of religion and canadian experience.” reinstates French civil law. Demands from the English This guide is an introduction to the Official Languages Graham Fraser, minority that only English-speaking Protestants could Act and the history of language policy in Canada, and Time immemorial vote or hold office are rejected. former Commissioner is not exhaustive in its coverage. The guide focuses An estimated 300 to 450 languages are spoken of Official Languages primarily on the Act itself, the factors that led to its Flags of Québec and La Francophonie, 2018 by Indigenous peoples living in what will become (2006-2016) (Dreamstime.com/Jerome Cid/142899004). creation, and its impact and legacy. It touches on key modern Canada. The Mitred Minuet (courtesy moments in the history of linguistic policy in Canada, Library and though teachers may wish to address topics covered 1497 Archives inguistic plurality is a cornerstone of modern Canadian identity, but the history of language in Canada/ e011156641). in Section 1 in greater detail to provide a deeper Canada is not a simple story. Today, English and French enjoy equal status in Canada, although John Cabot lands somewhere in Newfoundland or understanding of the complex nature of language Lthis has not always been the case. -
Chapter 1: Introduction
AN ANALYSIS OF THE 1875-1877 SCARLET FEVER EPIDEMIC OF CAPE BRETON ISLAND, NOVA SCOTIA ___________________________________________________________ A Dissertation presented to the Faculty of the Graduate School University of Missouri-Columbia ___________________________________________________________ In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy ___________________________________________________________ by JOSEPH MACLEAN PARISH Dr. Lisa Sattenspiel, Dissertation Supervisor DECEMBER 2004 © Copyright by Joseph MacLean Parish 2004 All Rights Reserved Dedication This dissertation is dedicated to the people of Cape Breton and in particular the people of Chéticamp, both past and present. Your enduring spirits, your pioneering efforts and your selfless approach to life stand out amongst all peoples. Without these qualities in you and your ancestors, none of this would have been possible. Acknowledgements I would first like to thank my fiancée Demmarest who has been a constant source of support throughout the process of creating this dissertation and endured my stress with me every step of the way. I will never forget your patience and selflessness. My mother Ginny was a steady source of encouragement and strength since my arrival in Missouri so shortly after the passing of my father. Your love knows no bounds mom. I would also like to thank my close friends who have believed in me throughout my entire academic “career” and supported my choices including, in no particular order, Mickey ‘G’, Alexis Dolphin, Rhonda Bathurst, Michael Pierce, Jason Organ and Ahmed Abu-Dalou. I owe special thanks to my aunt and uncle, Muriel and Earl “Curly” Gray of Sydney, Nova Scotia, and my cousins Wallace, Carole, Crystal and Michelle AuCoin and Auguste Deveaux of Chéticamp, Nova Scotia for being my gracious hosts numerous times throughout the years of my research. -
Treaties in Canada, Education Guide
TREATIES IN CANADA EDUCATION GUIDE A project of Cover: Map showing treaties in Ontario, c. 1931 (courtesy of Archives of Ontario/I0022329/J.L. Morris Fonds/F 1060-1-0-51, Folder 1, Map 14, 13356 [63/5]). Chiefs of the Six Nations reading Wampum belts, 1871 (courtesy of Library and Archives Canada/Electric Studio/C-085137). “The words ‘as long as the sun shines, as long as the waters flow Message to teachers Activities and discussions related to Indigenous peoples’ Key Terms and Definitions downhill, and as long as the grass grows green’ can be found in many history in Canada may evoke an emotional response from treaties after the 1613 treaty. It set a relationship of equity and peace.” some students. The subject of treaties can bring out strong Aboriginal Title: the inherent right of Indigenous peoples — Oren Lyons, Faithkeeper of the Onondaga Nation’s Turtle Clan opinions and feelings, as it includes two worldviews. It is to land or territory; the Canadian legal system recognizes title as a collective right to the use of and jurisdiction over critical to acknowledge that Indigenous worldviews and a group’s ancestral lands Table of Contents Introduction: understandings of relationships have continually been marginalized. This does not make them less valid, and Assimilation: the process by which a person or persons Introduction: Treaties between Treaties between Canada and Indigenous peoples acquire the social and psychological characteristics of another Canada and Indigenous peoples 2 students need to understand why different peoples in Canada group; to cause a person or group to become part of a Beginning in the early 1600s, the British Crown (later the Government of Canada) entered into might have different outlooks and interpretations of treaties. -
A HISTORY of SOUTH SHORE NOVA SCOTIAN ACADIANS DURING the SECOND WORLD WAR by Ryan Alan D’Eon
AWAY BUT STILL AT HOME: A HISTORY OF SOUTH SHORE NOVA SCOTIAN ACADIANS DURING THE SECOND WORLD WAR by Ryan Alan d’Eon BA in History with Honours, Acadia University, 2016 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts in the Graduate Academic Unit of History Supervisor: Marc Milner, PhD History Examining Board: Erin Morton, PhD, History, Chair Lisa Todd, PhD, History Chantal Richard, PhD, French This thesis is accepted by the Dean of Graduate Studies THE UNIVERSITY OF NEW BRUNSWICK May, 2018 ©Ryan Alan d’Eon, 2018 Abstract This thesis focuses specifically on south shore Nova Scotian Acadians. The first chapter discusses Acadian identity and demonstrates their support for the war which derived from wanting to protect their religion. Their connectedness to their communities, fostering of good relations, and support for the nation and Empire is also highlighted. The second chapter then focuses on how Acadian civilians supported the war through community gatherings and demonstrates that their support, which benefitted the nation and the Empire, also aided their communities. The third and final chapter highlights how many Acadians from south shore Nova Scotia served during the war and how they were dedicated and patriotic despite facing discrimination. The thesis concludes that south shore Nova Scotian Acadians were motivated to protect their religion as it was being stripped from Europeans. They also recognised the importance of supporting the nation and Empire while at the same time, staying loyal to their communities. ii Dedication To my aunt Lucille d’Entremont and my grandmother Marceline d’Eon iii Acknowledgements First off, I would like to thank Dr. -
Theme: Cultures Within Us and Around Us
Imagine Culture Teaching Tools: Senior These tools are designed to support submissions to the Passages Canada Imagine Culture Contest – Senior category (Grades 10 to 12 / Secondary IV-V in Quebec). Submissions must address the theme below. Passages Canada speakers can be invited free of charge to speak to your class, as an accompaniment to these resources, by completing the “Invite a Speaker” form on our website. The rubrics that will be used to judge submissions can be found in the appendices. Guidelines: • Photograph submissions must include a brief caption written by the student describing the piece and how it relates to the theme (no more than 200 words). Photograph must be submitted as a .jpeg or .png file. Video is not accepted at this time. See Rules and Regulations for guidelines regarding photo permissions and other details. Prizes: • The best student entry will be awarded a new iPad. The 2nd place entry will be awarded a digital camera (approx. value $250), and the 3rd place entry will win a $100 gift card to Henry’s Camera Store. Full contest details are available at http://passagestocanada.com/imagine-culture- contest/ Theme: Cultures within us and around us. Snap a photo that explores the cultural traditions in your family, school, or community. Tell us your image’s story in a short caption. Think about your favourite food, a treasured object, a family photo album, buildings in your neighbourhood, local festivals; or even just look in the mirror– what stories of cultural heritage are told by these people, places and things? Think about the following: • How do we express culture in our daily lives here in Canada? What examples can you come up with of the ways that your family, school or community expresses their cultural traditions? • Have you shared in someone else’s culture or traditions? Tell us about that experience. -
The Fenian Raids
Students may require some additional background to fully understand the context of the Fenian Raids. Much of the history of the Fenians can be traced to message to teachers the complex relationship between Ireland and Britain. The Fenians were part of Historica Canada has created this Education Guide to mark the an Irish republican revolutionary tradition of resisting British rule that dates back sesquicentennial of the Fenian Raids, and to help students to the 18th century. Many Irish people blamed British government policy for the explore this early chapter in Canada’s history. systematic socioeconomic depression and the Great Famine of the late 1840s and The Fenian Raids have not figured prominently in Canadian history, but they are early 1850s. As a result of the massive death toll from starvation and disease, and often cited as an important factor in Confederation. Using the concepts created the emigration that followed, the fight for Irish independence gathered by Dr. Peter Seixas and the Historical Thinking Project, this Guide complements momentum on both sides of the Atlantic. Canadian middle-school and high-school curricula. It invites students to deepen This Guide was produced with the generous support of the Government of their understanding of the wider context in which Confederation took place through Canada. Historica Canada is the largest organization dedicated to enhancing research and analysis, engaging discussion questions, and group activities. awareness of Canada’s history and citizenship. Additional free bilingual The Fenian Raids represent an intersection of Canadian, Irish, American and British educational activities and resources are available in the Fenian Raids Collection history. -
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Historica Canada Education Portal Inukshuk Overview This lesson is based on viewing the Inukshuk Heritage Minute, which depicts an RCMP officer watching a group of Inuit build an Inukshuk in the year 1931. Aims Students will learn about the "traditional" Inuit way of life and cultural expression. These activities are intended to give students an appreciation and understanding of the Inuit culture and "traditional" way of life, as well as an understanding of how new technologies might alter Inuit culture. Activities 1. Looking at the Minute Watch the Minute for clues about Inuit life. - After reading the account of Inuit life and watching the Minute, speculate about what the Inuit family is doing? During what season does the Minute take place? Describe the location. What might the family be doing at that site? What signs are there that the Inuit and European Canadians have been in contact with each other for some time? - Look closely at the clothes the Inuit characters are wearing. What do you think they are made of? Is there any evidence of skill in their workmanship or of artistry in their decoration? How does the Minute reinforce the article's statement about Inuit social life? 2. Cultural expression Inuit prints and sculpture have become famous throughout the world for their beauty and their expressiveness. - Collect examples of Inuit art from books and magazines. Discuss the many ways the artwork reflects the traditional life of the Inuit, as well as the impact of "Southern" culture on that tradition. - Have students do some research about Inuit myths and spiritual beliefs. -
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