Proclamation of British Columbia Skit

Total Page:16

File Type:pdf, Size:1020Kb

Proclamation of British Columbia Skit Proclamation of British Columbia Skit Everybody James Yale Welcome, everyone! I am James Yale, the boss here at Fort Langley. Here is James Douglas. Good to see you, gentlemen! James Douglas I believe you have already met my wife, Amelia. Is everything ready for today’s event? James Yale Everything’s ready. Hello, Lady Douglas. Amelia Douglas A pleasure to see you, Mr. Yale. Have you had a busy summer? James Yale The busiest ever! The gold rush has been great for trade, but there have been fights on the river….. First Nations And the gold miners do not respect us – or our land! Chief James Douglas We understand your concern. That’s why we are here today, to bring British law and order. Matthew Begbie As the new judge, I will work with the Royal Engineers to enforce the law. We are here to help control the gold miners and to build Captain Grant new roads. And - if necessary – we are ready to fight! James Douglas We are happy to have the Royal Engineers here to help, Captain Grant. Now we have some swearing to do! Amelia Douglas James! (cover your face with embarrassment) 1 Proclamation of British Columbia Skit Matthew Begbie Oh, don’t worry, Lady Douglas. It’s not that kind of swearing! I will be swearing in your husband as Governor of the new colony. First Nations We call this land Stó:lō. Chief What will you call it? James Douglas Queen Victoria has named this land the Colony of British Columbia. First Nations Will the fort still trade with us First Nations people? Chief Don’t worry. The Hudson’s Bay Company will be around for James Yale a long time. Captain Grant Attention, attention! James Douglas By order of Her Majesty on this day… Everybody …On this day November 19th 1858… James Douglas I PROCLAIM THE COLONY OF BRITISH COLUMBIA! Everybody HURRAY!!! James Douglas I now appoint Matthew Begbie as the Chief Judge of the colony. Do you swear? Matthew Begbie I swear! And I appoint you, James Douglas, as Governor of the colony. Do you swear? James Douglas I swear! Amelia Well, I think that’s enough swearing for one day! Captain Grant Get ready for the gun salute! Three, two, one…. FIRE! Everybody BOOM! BOOM! BOOM! 2 Proclamation of British Columbia Skit 3 .
Recommended publications
  • 1 'A Strange Revolution in the Manners of the Country': Aboriginal- Settler Intermarriage in Nineteenth- Century British
    1 ‘A Strange Revolution in the Manners of the Country’: Aboriginal- Settler Intermarriage in Nineteenth- Century British Columbia Jay Nelson For a fleeting window of time in the early nineteenth century, Aboriginal- settler intermarriage was a vibrant and respected institution across the Pa- cific Northwest.1 The prevalence of this institution – as well as its animating principles and widespread acceptance – derived primarily from the unique social, economic, and political fabric within which it was intricately en- meshed. From the moment the Northwest Company (NWC) established a land-based fur trade west of the Rockies in the 1810s, Aboriginal coopera- tion was essential to the success of the venture and the very survival of its participants. Contrary to conventional histories of the fur trade, which tend to portray Aboriginal populations as passive victims of European mercantil- ism, it is clear that Aboriginal communities actively elicited and often dic- tated the terms of trade with European arrivals. Even before contact, marriage was well established in the geopolitical world of the Pacific Northwest as a means of securing peaceful relations between communities, fostering trade, and entangling strangers in a series of kinship obligations. Aboriginal com- munities naturally extended this institution to European traders, who were well aware of its economic significance (and personal advantages) from the experience of the Hudson’s Bay Company fur trade. Thus, from the ‘mutually beneficial economic symbiosis’2 of the early Pacific coast fur trade, a unique and relatively egalitarian institution of marriage, largely mirroring Aboriginal marriage rites and customs, emerged as the primary economic and social foundation of Aboriginal-settler inter- action.
    [Show full text]
  • The Development of British Columbia
    06_horizons2e_3rd.qxp 3/31/09 4:17 PM Page 204 The Development of 6 British Columbia Chapter Outcomes In this chapter, you will study the development of the province of British Columbia during the 19th century. By the end of the chapter, you will • assess the impact of the Cariboo Gold Rush on the development of British Columbia • identify factors that led to the expansion of Canada to include British Columbia, including issues involving the Oregon Territory • describe the shift in British Columbia’s trade patterns from north–south and overseas to east–west within Canada • evaluate the influence of immigration on the society of British Columbia, and relate the status of ethnic minorities to societal attitudes of the time • discuss the contributions of immigrants to Canada’s development • describe the components of the British Columbia provincial government 204 06_horizons2e_3rd.qxp 3/31/09 4:17 PM Page 205 Significance Patterns and Change Judgements CRITICAL Evidence INQUIRY Cause and Consequence Perspectives What led British Columbia to become a Canadian province? The Pacific Northwest was the last part of North America to be explored and settled by Europeans. What path did British Columbia follow compared with the other colonies in British North America? Who or what had the most influence on its development—individuals, groups, or environmental factors? Key Terms Oregon Territory Aboriginal title gold rush annexation Imagine being in the place of James Douglas, who in 1848 was appointed governor of the colony of Vancouver Island. Read his quote below, and discuss what his job might have included. How might he have related to the different people in his colony—the Chinese, for example, or the Songish, shown above? What challenges would he have faced? ...to create a great social organization, with all its civil, judicial, and military establishments, in a wilderness of forests and mountains, is a Herculean task.
    [Show full text]
  • Thwarting Southern Schemes and British Bluster in the Pacific Northwest James Robbins Jewell
    on e Thwarting Southern Schemes and British Bluster in the Pacific Northwest James Robbins Jewell Four months before John Brown seized the armory at Harpers Ferry, Virginia, events in the far northwestern corner of the United States also brought the nation to the brink of war—not with itself, but with England. The blood spilled in June 1859 belonged to a pig, leading to one of the most bizarre episodes in U.S. diplomatic history. After Abraham Lincoln’s election as president, the tensions from decades of mutual suspi- cions between the United States and its northern neighbor, compounded by the presence of a vocal group of southerners in the regional capital of Victoria, took on overtones of the Civil War. As the Civil War began, the Pacific Northwest presented very real con- cerns for the Union government. Royal Governor James Douglas was openly belligerent toward the United States. Therefore, he might have ignored British neutrality and launched preemptive strikes into Washington Territory, or ignored attempts by southern sympathizers on Vancouver Island trying to outfit a raider with which to attack U.S. commerce in the Pacific.1 Miners in the Fraser River region with Confederate sympathies might have launched paramilitary attacks into Washington Territory. A new northern front of the Civil War opened in December 1863 when Confederate agents seized the S.S. Chesapeake off Cape Cod and sailed it to Nova Scotia.2 A second cross-border operation occurred in September 1864 when twenty Confederate agents attempted to capture the U.S.S. Michigan, the sole Union warship patrolling the Great Lakes.
    [Show full text]
  • Background to the Douglas Treaties in the 1840S, Vancouver Island Was Home to Thousands of First Nations People Belonging to Nu
    #1 Background to the Douglas Treaties In the 1840s, Vancouver Island was home to thousands of First Nations people belonging to Nuuchah’nulth, Coast Salish, and Kwakwaka’wakw speaking groups (an 1856 census counted 33,873 Indigenous people on Vancouver Island).1 In 1843, the Hudson’s Bay fur trading company established a trading post at Fort Victoria in the territory of the Lekwungen Coast Salish-speaking people. By 1846, Britain and the United States agreed to divide the territories west of the Rocky Mountains, so that the United States controlled the area south of the 49th parallel and Britain controlled the area north of this border, including Vancouver Island. To maintain its hold on this territory and have continued access to the Pacific Ocean for trade routes, the British Colonial Office created a colony on Vancouver Island in 1849. Colonial powers like Britain believed that if they could settle enough of their own citizens permanently in Indigenous territories, they could claim these territories as their own. Britain allowed the Hudson’s Bay Company to manage the Colony of Vancouver Island and agreed to let the company have exclusive trading rights for the next ten years. In exchange, the company agreed to colonize the island with British settlers. Before the Hudson’s Bay Company could sell the land to the settlers, it first had to purchase the land from its original owners, the Indigenous people. This was described as “extinguishing” or ending Aboriginal rights to land. Colonial powers usually purchased land from Indigenous people by negotiating treaties. Between 1850 and 1854, James Douglas signed treaties with fourteen Aboriginal communities on Vancouver Island.
    [Show full text]
  • HISTORY 214 BC History Winter 2009
    School of Arts & Science HUMANITIES DEPARTMENT HISTORY 214 BC History Winter 2009 1. Instructor Information (a) Instructor: Clarence Bolt Office M -- 8:30-9:20, 11:30-12:20, Tu – 1:30-2:20, W -- 1:30-11:20, Th. (b) Hours: 4:30-5:20 (c) Location: Y323 (d) Phone: 370-3347 (e) Email: [email protected] 2. Intended Learning Outcomes Through reading textbooks and primary source materials, hearing faculty lectures, participating in seminars, writing papers, making presentations, and performing tests, students will: 1. Gain an appreciation of critical themes, events, and issues of this period. 2. Explore the role of geo-politics and of the fur trade companies in the European exploration and settlement of BC. 3. Understand the nature of First Nations' societies and their historical and continuing importance to BC. 4. Examine the economic bases of BC. 5. Analyze the role of race. 6. Examine the BC's relationship to Canada's history and its role in confederation. 7. Explore the political culture of BC. 8. Reassess and challenge traditional and existing perspectives on critical events and issues of this period. By the end of the course, through exposure to the above materials and ideas, the student should be able to: 1. Think critically about historical issues and writing by evaluating the arguments put forward by historians, weighing the evidence they present and making judgements about the strength of their arguments. 2. Appreciate history as a distinct academic discipline, understanding its unique outlook, scope and methods and what distinguishes it from other disciplines. 3. Use history to confront the issues of today's world, establishing a context for the present and comprehending the accomplishments, failures, tensions and issues of the present era.
    [Show full text]
  • Download Full Issue
    190CanLitFall2006-6 11/15/06 14:53 Page 1 Canadian Literature/ Littératurecanadienne A Quarterly of Criticism and Review Number , Fall , South Asian Diaspora Published by The University of British Columbia, Vancouver Editor: Laurie Ricou Associate Editors: Laura Moss (Reviews), Glenn Deer (Reviews), Kevin McNeilly (Poetry), Réjean Beaudoin (Francophone Writing), Judy Brown (Reviews) Past Editors: George Woodcock (1959–1977), W.H. New, Editor emeritus (1977–1995), Eva-Marie Kröller (1995–2003) Editorial Board Heinz Antor Universität Köln Janice Fiamengo University of Ottawa Carole Gerson Simon Fraser University Coral Ann Howells University of Reading Smaro Kamboureli University of Guelph Jon Kertzer University of Calgary Ric Knowles University of Guelph Neil ten Kortenaar University of Toronto Louise Ladouceur University of Alberta Patricia Merivale University of British Columbia Judit Molnár, University of Debrecen Leslie Monkman Queen’s University Maureen Moynagh St. Francis Xavier University Élizabeth Nardout-Lafarge Université de Montréal Ian Rae Universität Bonn Roxanne Rimstead Université de Sherbrooke Patricia Smart Carleton University David Staines University of Ottawa Penny van Toorn University of Sydney David Williams University of Manitoba Mark Williams University of Canterbury Guest Editorial M.G. Vassanji Am I a Canadian Writer? Articles Jodi Lundgren “Colour Disrobed Itself from the Body”: The Racialized Aesthetics of Liberation in Michael Ondaatje’s In the Skin of a Lion Andrew Lesk Ambivalence at the site of authority:
    [Show full text]
  • Educating Trans-Imperial Indigenous Fur-Trade Children in The
    ‘By Education and Conduct’: Educating Trans-Imperial Indigenous Fur-Trade Children in the Hudson’s Bay Company Territories and the British Empire, 1820s to 1870s By Erin Millions A Thesis submitted to the Faculty of Graduate Studies of the University of Manitoba in partial fulfilment of the requirements of the degree of DOCTOR OF PHILOSOPHY Department of History University of Manitoba Winnipeg, Manitoba December 22, 2017 Copyright © 2017 by Erin Millions ABSTRACT Mid-nineteenth-century Indigenous fur-trade students were part of a larger group of mixed-descent children in the British Empire who were the product of intimate relations between British men and local women in the colonies. These imperial children were the source of a great deal of anxiety for their parents, British administrators, missionaries, and entrepreneurs. In the mid-nineteenth-century Hudson’s Bay Company (HBC) territories, the parents of elite Indigenous fur-trade children sought a British-style education for their children in order to equip them thrive in the HBC territories and the larger British Empire. These children were sent to schools in the HBC territories, the Canadian colonies, and Britain in order to learn how to perform gendered British middle-class identities. In the HBC territories, however, missionaries who were attuned to the project of civilizing and Christianizing Indigenous peoples leveraged this curriculum in different ways than their counterparts in metropolitan spaces. Elite Indigenous fur-trade students were highly mobile, as schooling often required children to live at boarding schools far from their homes at fur trade posts. An extensive network of British and Indigenous kin that spanned the HBC territories, the Canadian colonies, and Britain supported fur-trade students who were at school.
    [Show full text]
  • Download This PDF File
    The Canadian Political Science Review Vol 2(2) June 2008 Transitional Identities: Negotiating Social Transitions in the Pacific NW 1825‐1860s Lisa Philips (University of Alberta)1 Abstract When one studies a specific society, hegemonic practice is so deeply rooted that it is often difficult to study it from outside that system. However, there are periods of dramatic social change when ongoing social practice in a geographic space is disrupted. On such occasions hegemonic forces can be seen, as it were, from outside of assumed practice. The northwest coast of North America provides such an opportunity. From 1818 to 1846, the British and American states shared jurisdiction over the territory with sovereignty under constant negotiation. The Hudson’s Bay Company established a substantial commercial presence in the region from the 1820s to 1850s. During the 1830s and 1840s, massive immigration from the eastern United States shifted the population balance to favour those with ties to the United States. The imposition of the border across the northwest in 1846 marked a significant watershed in the evolution of social control in the region. Introduction1 The hegemon represents a collective consensus of what is assumed to maintain appropriate practice.2 For example, when the members of a society assume the legitimacy of the courts as an authoritative body responsible for dispute resolution, judicial pronouncements assume hegemonic sway. Similarly those granted the assumed authority to speak the truth or to hold entitlement in an area of activity (to invoke precedent, or to recount history), exercise hegemonic authority. If a society shares a broad consensus on appropriate informal and formal methods of order maintenance, then the hegemon is extant and force is not contested when it is invoked to maintain that order.
    [Show full text]
  • “His Body Was Vigorous and His Intellect Powerful:” Gendered Discourse in Two Early 20Th Century British Columbia Textbooks by Jacquelyn Mcclure
    “His Body Was Vigorous and His Intellect Powerful:” Gendered Discourse in Two Early 20th Century British Columbia Textbooks by Jacquelyn McClure Supervised by Dr. Lynne Marks A graduating Essay Submitted in Partial Fulfillment of the Requirements, in the Honours Programme. For the Degree of Bachelor of Arts In the Department Of History The University of Victoria April 26, 2019 Dedicated to my parents. i Table of Contents Table of Contents ............................................................................................................................. i List of Figures ................................................................................................................................. ii Acknowledgements ........................................................................................................................ iii Introduction ..................................................................................................................................... 1 Historiography ................................................................................................................................ 5 Positionality .................................................................................................................................. 11 Sources and Methodology............................................................................................................. 12 School in Early Twentieth Century BC .......................................................................................
    [Show full text]
  • THE AMERICAN FRONTIER and the SCOTTISH FUR TRADE in the PACIFIC NORTHWEST by ALYS RACHEL WEBBER a Dissertation Submitted in Part
    THE AMERICAN FRONTIER AND THE SCOTTISH FUR TRADE IN THE PACIFIC NORTHWEST By ALYS RACHEL WEBBER A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Program in American Studies DECEMBER 2019 © Copyright by ALYS RACHEL WEBBER, 2019 All Rights Reserved © Copyright by ALYS RACHEL WEBBER, 2019 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of ALYS RACHEL WEBBER find it satisfactory and recommend that it be accepted. Rory Ong, Ph.D., Chair Mary Bloodsworth-Lugo, Ph.D. Orlan Svingen, Ph.D. C. Richard King, Ph.D. ii ACKNOWLEDGMENT My deepest appreciation to all my friends and family at the Ft Vancouver Historic Site, Vancouver, Washington and the Oregon-California Trails Association (OCTA), The Idaho Chapter for letting me work on the 2016 OCTA Convention and the Northwest Chapter for allowing me to present at the 2017 Spring (NW Chapter) Symposium, Vancouver: Layers of History on the Columbia River , hosted by OCTA and the Lewis and Clark Trail Heritage Foundation. And especially to: Brian and Terry Hart for taking my mom so I could write; sorry I couldn’t go along on all those trips with you. Sam Pambrun, Confederated Tribes of the Umatilla and Historic Frenchtown, Walla Walla, Washington, whom I met at the “Base o’ Blue Mountains” 2015 (NW Chapter) Symposium. As it turned out we are related; Virginia Roberts for providing the McBean genealogy (which included that connection); and Jim Hardee, editor of the Rocky Mountain Fur Trade Journal , whom I met at the 2013 “End of the Trail” OCTA Convention in Oregon City, Oregon.
    [Show full text]
  • History Repeats Itself. the People of the Inlet, the Tsleil-Waututh, Inhabited the Region Around False Creek. During Contact
    HISTORY 456 Race in the Americas SUPPLEMENTARY OUTLINE ‘A Note on Black Canadian Communities at home and abroad’ History repeats itself. The People of the Inlet, the Tsleil-Waututh, inhabited the region around False Creek. During contact with European settlers and other migrants, the population of the Tsleil-Waututh was decimated from thousands down to thirteen people. The fact that the City of Vancouver has designated the False Creek Northeast region for further development stings of irony because of the Georgia Viaduct eyesore which serves no purpose, other to remind residents and interested stakeholders about what used to be there. Welcome to Vanrock. Urban Renewal in Vancouver's East End / Strathcona Neighbourhood in the 20th century destroyed the neighborhood that was known for its music, nightlife, sense of community and for being the creative, cultural and social hub of "Terminal City". Many Blackmen worked as porters on the trains and lived close to the Pacific Central Railway Station. Before the bulldozers were stopped by the Strathcona Property Owners & Tenants' Association, many African ascended families in the region had already moved out of the area that was designated for "Negro removal" due to city planning schemes for development. As creative director for an organization that focuses on sharing the stories of African ascendants at home in North America and abroad in the Diaspora, we produce the Hogan's Alley Poetry Festival on an annual basis to pay homage to our ancestors through spoken word art, music, literary performance, and dialogue. Kevan Anthony Cameron, a.k.a. Scruffmouth, is a Canadian-Jamaican spoken word artist, performer, poet and scribe with the ability to disseminate ancient indigenous knowledge in contemporary forms of creative expression.
    [Show full text]
  • Founding Vancouver Island Colony – a Chapter in Victorian Empire Making
    Crown, Company, and Charter: Founding Vancouver Island Colony – A Chapter in Victorian Empire Making Barry M. Gough* he Colony of Vancouver Island, created by Charter of Grant dated Westminster 13 January 1849 and proclaimed on the spot by Governor Richard Blanshard at Fort Victoria on 11 March 1850, Tis a waif and stray of British imperial history. Its origins are at once rooted deeply in the complexities of the long-standing relationship between the British government and the Hudson’s Bay Company (hbc). They are also tied to the legal aspects of creating a formal means of granting colony status. Piecing together the dimensions of this empire making in what was then a remote corner of the world has been a perplexing task for many historians. In this regard, as James Hendrickson has rightly said: “The constitutional history of Vancouver Island has never 1 been adequately described nor even fully understood.” Moreover, as John Bosher has recently put it, the changing status of Vancouver Island after its founding, and the main events in its development as a colony, * I acknowledge with thanks the comments of assessors of an earlier version of this article, also the guidance of Dr. Richard Mackie. Dr. David T. McNab gave of his unrivalled knowledge of Herman Merivale. The William Evans Visiting Professorship at the University of Otago provided the opportunity for research into the Aborigines’ Protection Society in various parts of the British Empire. This work was accepted for publication before I became aware of Stephen Royle’s (Professor of Island Geography, Queen’s University, Belfast) Company, Crown and Colony: The Hudson’s Bay Company and Territorial Endeavour in Western Canada (London: I.B.
    [Show full text]