Without Just Cause
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The FLQ—Was the War Measures Act a Necessity Or an Over-‐ Reaction?
The FLQ—Was the War Measures Act a Necessity or an Over- reaction? Concept(s) Primary Source Evidence Prepared for Grade(s) 10, 11, 12 Province NB By Stephen Wilson Time Period(s) 1900-present Time allotment Three 60 minute periods Brief Description of the Task Students will examine a series of photographs, videos and accounts detailing the activities of the FLQ throughout the 1960's and culminating in the October Crisis of 1970. From these various documents, students will assess the necessity of the invocation of the War Measures Act in 1970 and develop an historical argument explaining why they think the use of this act was justified or not justified at this point in Canadian history. Objectives Students will arrive at and defend a conclusion using multiple primary and secondary sources by: 1. identifying whether each document is a primary or secondary source. 2. identifying the providence. 3. assessing the reliability. 4. drawing inferences from each source about the question they are trying to answer. 5. checking for corroboration with other sources. 6. offering a conclusion that clearly and specifically answers the question offered for consideration. 7. supporting the conclusion with evidence from the various sources. In a broader sense, students should 1. appreciate that historians are selective in the questions they seek to answer and the evdence they use. 2. recognize that interpretation is an essential ingredient of history. 3. employ processes of critical historical inquiry to reconstruct and interpret the past. 4. challenge arguments of historical inevitability. Required Knowledge & Skills It would enhance the lesson if students already were able to do the following: 1. -
Justiceeducation.Ca Lawlessons.Ca Date Reviewed November
#260 – 800 Hornby Street, Vancouver, BC, Canada V6Z 2C5 Date Reviewed November 2020 Course Social Studies 10 Topic Internments in Canada Big Idea Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society. Essential Question How have past governments of Canada used laws to discriminate against Canadian citizens? Learning Standards Content: Students are expected to know the following: • discriminatory policies and injustices in Canada and the world Curricular Competencies Students are expected to be able to do the following: • make reasoned ethical judgments about actions in the past and present, and assess appropriate ways to remember and respond Core Competencies Communication - I can describe how the War Measures Act discriminated against some Canadians based on their race, ethnicity, religion, and political beliefs. Thinking – I can make judgements about past discriminatory policies and assess how current legislation protects rights and freedoms. Personal and Social – I can explain the importance of balancing individual rights with the need to protect security and order. JusticeEducation.ca LawLessons.ca First People’s Principles of Learning • Learning involves recognizing the consequences of one’s actions. Introduction • Show the video (11:16) Japanese Canadian Internment narrated by David Suzuki. • Have students complete the Viewing Guide: Japanese Canadian Internment. Go over using Answer Key—Viewing Guide: Japanese Canadian Internment. • Engage students in a discussion of whether Japanese Canadians posed a real threat during World War Two. Pre-Assessment • Explain that the term “enemy alien” referred to people from countries, or with roots in countries, that were at war with Canada. • Have students list countries that were at war with Canada during World War Two. -
Annual Report
OF THE CANADIAN FIRST WORLD WAR INTERNMENT RECOGNITION FUND 2019 ANNUAL REPORT RECALLING CANADA’S FIRST NATIONAL INTERNMENT OPERATIONS ANNUAL REPORT WWW.INTERNMENTCANADA.CA 2019 DU FONDS CANADIEN DE RECONNAISSANCE DE L’NTERNEMENT DURANT LA PREMIÈRE GUERRE MONDIALE RAPPORT ANNUEL PRÉSERVER LA MÉMOIRE DES PREMIÈRES OPÉRATIONS NATIONALES D’INTERNEMENT AU CANADA 1 www.internmentcanada.ca www.internmentcanada.ca Recalling Canada’s First National Internment Operations: Préserver la mémoire des premières opérations nationales d’internement au Canada: Annual Report of the Canadian First World War Internment Recognition Fund, 2019 Rapport annuel du Fonds canadien de reconnaissance de l’internement durant la Première Guerre mondiale, 2019 Compiled by: Andrea Malysh, Program Manager Rapport établi par: Canadian First World War Internment Recognition Fund Andrea Malysh, directrice du programme Fonds canadien de reconnaissance de l’internement durant la Première Guerre mondiale French translation: Carole Sadelain, Montreal, Quebec Traduction française: Carole Sadelain, Montréal, Québec Graphic design: Wayside Printers, Vernon, British Columbia Conception graphique: Wayside Printers, Vernon, Colombie britannique © 2019 Canadian First World War Internment Recognition Fund & Ukrainian Canadian Foundation of Taras Shevchenko © 2019 Fonds canadien de reconnaissance de l’internement durant la Première Guerre mondiale et la Fondation ukraino-canadienne Taras Shevchenko Canadian First World War Internment Recognition Fund 202-952 Main Street Fonds canadien de reconnaissance de l’internement Winnipeg, Manitoba durant la Première Guerre mondiale R2W 3P4 202-952 Main Street Winnipeg, Manitoba More information: R2W 3P4 Toll Free: 1-866-288-7931 www.internmentcanada.ca Pour de plus amples informations: Ligne sans frais: 1-866-288-7931 www.internmentcanada.ca Cover: Photo couverture: Parks Canada, Yoho National Park Unveiling, June 22, 2019 Parcs Canada dévoile une exposition au parc national Yoho, 22 juin 2019 Left to Right: de gauche à droite: Fr. -
Of Analogue: Access to Cbc/Radio-Canada Television Programming in an Era of Digital Delivery
THE END(S) OF ANALOGUE: ACCESS TO CBC/RADIO-CANADA TELEVISION PROGRAMMING IN AN ERA OF DIGITAL DELIVERY by Steven James May Master of Arts, Ryerson University, Toronto, Ontario, Canada, 2008 Bachelor of Applied Arts (Honours), Ryerson University, Toronto, Ontario, Canada, 1999 Bachelor of Administrative Studies (Honours), Trent University, Peterborough, Ontario, Canada, 1997 A dissertation presented to Ryerson University and York University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Program of Communication and Culture Toronto, Ontario, Canada, 2017 © Steven James May, 2017 AUTHOR'S DECLARATION FOR ELECTRONIC SUBMISSION OF A DISSERTATION I hereby declare that I am the sole author of this dissertation. This is a true copy of the dissertation, including any required final revisions, as accepted by my examiners. I authorize Ryerson University to lend this dissertation to other institutions or individuals for the purpose of scholarly research. I further authorize Ryerson University to reproduce this dissertation by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. I understand that my dissertation may be made electronically available to the public. ii ABSTRACT The End(s) of Analogue: Access to CBC/Radio-Canada Television Programming in an Era of Digital Delivery Steven James May Doctor of Philosophy in the Program of Communication and Culture Ryerson University and York University, 2017 This dissertation -
Centre for Art Tapes Fonds (MS-3-46)
Dalhousie University Archives Finding Aid - Centre for Art Tapes fonds (MS-3-46) Generated by the Archives Catalogue and Online Collections on January 24, 2017 Dalhousie University Archives 6225 University Avenue, 5th Floor, Killam Memorial Library Halifax Nova Scotia Canada B3H 4R2 Telephone: 902-494-3615 Email: [email protected] http://dal.ca/archives http://findingaids.library.dal.ca/centre-for-art-tapes-1 Centre for Art Tapes fonds Table of contents Summary information ...................................................................................................................................... 5 Administrative history / Biographical sketch .................................................................................................. 5 Scope and content ........................................................................................................................................... 6 Notes ................................................................................................................................................................ 6 Access points ................................................................................................................................................... 7 Collection holdings .......................................................................................................................................... 7 Organization ................................................................................................................................................. -
The October Crisis, 1970
Oglethorpe Journal of Undergraduate Research Volume 2 | Issue 2 Article 3 August 2013 Lifting the Veil of Violence: The cO tober Crisis, 1970. Jef R. Palframan Oglethorpe University, [email protected] Follow this and additional works at: https://digitalcommons.kennesaw.edu/ojur Part of the Cultural History Commons, and the Political History Commons Recommended Citation Palframan, Jef R. (2013) "Lifting the Veil of Violence: The ctO ober Crisis, 1970.," Oglethorpe Journal of Undergraduate Research: Vol. 2 : Iss. 2 , Article 3. Available at: https://digitalcommons.kennesaw.edu/ojur/vol2/iss2/3 This Article is brought to you for free and open access by DigitalCommons@Kennesaw State University. It has been accepted for inclusion in Oglethorpe Journal of Undergraduate Research by an authorized editor of DigitalCommons@Kennesaw State University. For more information, please contact [email protected]. Lifting the Veil of Violence: The cO tober Crisis, 1970. Cover Page Footnote The uthora wishes to thank as participants of the Oglethorpe University Honors Program Dr. N. Maher, Dr. R. Bobroff, Dr. Wm. Smith, Dr. J. Lutz, Dr. C. Copeland, Dr. P. Kower, Dr. S. Shrikhande and Dr. M. Rulison for their professional and wholehearted support during this project. This work is dedicated to always faithful and dedicated Mrs. Krista Palframan. For further information and inquiries please contact the author at [email protected]. This article is available in Oglethorpe Journal of Undergraduate Research: https://digitalcommons.kennesaw.edu/ojur/vol2/iss2/3 Palframan: Lifting the Veil of Violence: The October Crisis, 1970. Introduction In October of 1970, Canada stood still as terror and civil unrest directly challenged the unity of the country. -
The Quiet Revolution and the October Crisis: Exploring the Sovereignty Question
CHC2D1 The Quiet Revolution and the October Crisis: Exploring the Sovereignty Question Eight Lessons on Historical Thinking Concepts: Evidence, Significance, Perspective, Ethical Issues, Continuity and Change, and Cause and Consequence CURR335 Section 002 November 15, 2013 Prepared for Professor Theodore Christou B.A.H., M.A., P.h.D Prepared by: Derek Ryan Lachine Queen’s University Lesson 1: Introductory Lesson The Quiet Revolution and the October Crisis: The Sovereignty Question “Vive le Quebec libre!” 1 Class 1. Overview This lesson will ask students to ponder the meaning of separatism and engage with source material to understand how “Vive le Quebec libre” would have been perceived during the Quiet Revolution. This lesson will introduce the students to important people, terms, and ideas that will aid them in assessing how the separatist movement blossomed during the 60s, and what it meant in the eventual blow-up that would be the October Crisis of 1970. 2. Learning Goal To hypothesiZe how separatism can be viewed from an Anglo-Canadian and French- Canadian perspective. Demonstrate what line of thought your understanding and/or definition of separatism falls under: the Anglo, the French or the fence. Express educated hypotheses as to why French-Canadians would have found solidarity in Charles de Gaulle’s words, “Vive le Quebec libre”. 3. Curriculum Expectations a) A1.5- use the concepts of historical thinking (i.e., historical significance, cause and consequence, continuity and change, and historical perspective) when analyZing, evaluating evidence about, and formulating conclusions and/or judgements regarding historical issues, events, and/or developments in Canada since 1914 b) Introductory lesson: engage with preliminary ideas of separatism and how different regions of Canada show different perspectives towards Quebec nationalism. -
Background to Japanese Internment Historic Injustices and Redress in Canada
Background to Japanese internment Historic injustices and redress in Canada Details about Japanese internment Immediately following Japan’s attack on Hawaii’s Pearl Harbor in December 1941, Canada, like its ally, the United States, declared war on Japan. The War Measures Act was passed, making every Japanese person in Canada, regardless of where they were born and whether they were a citizen of Canada or not, an enemy alien. Following the attack on Pearl Harbor, the lives of Japanese Impounded Japanese Canadian fishing vessels at Annieville Dyke on the Canadians changed dramatically. Many lost their Fraser River in the early 1940s. Source: University of British Columbia Library, Rare Books and Special jobs, their fishing boats were seized, and Japanese Collections, JCPC 12b.001. cultural organizations and newspapers were closed. Curfews were imposed, and a “secure zone” that Historical context excluded Japanese men, was set up along the west During the late 1800s, many young Japanese men coast. left lives of extreme poverty in Japan in search of a Of the over 23,000 Japanese in Canada at the better future. Some ended up in Canada, mostly on time, more than 75% were Canadian citizens. All the west coast, only to face new hardships and an were labeled enemy aliens. Local newspapers unwelcoming society. Many were already skilled and radio stations continuously reported that fishermen in Japan and a few found work in the Japanese spies were in their communities and fishing industry on the west coast, either in the would help the enemy when they invaded. In early boats or at one of the dozens of canneries where 1942, the Canadian government ordered Japanese the fish were processed and canned. -
Chronology of North King's Town
Chronology of North King’s Town, Kingston by Jennifer McKendry PhD Note Index! Revised 15 May 2018 Photography by Jennifer McKendry unless otherwise noted [email protected] “Study Area” refers to the parts of North King’s Town under discussion NORTH KING’S TOWN Page 2 of 196 “[The site of Frontenac School on Cowdy at Adelaide Streets] is on an eminence, which commands a view of the whole city and of the district for miles around. From the first flat can be distinctly seen the G.T.R. bridge at Kingston Mills and the lapping waters of the historic Cataraqui river can be traced from its meeting with the majestic St Lawrence almost to Kingston Mills six miles away. Far down in the township of Pittsburg, as far as the eye can see, can be viewed greenclad slopes extending to so great a distance that their outline is lost in the blue haze of the atmosphere. To the north the same view is presented while to the west the grandeur of the outlook is past description. The scene from the building is kaleidoscopic in character and the view from its apex will surpass anything at present in existence in the city.” Daily British Whig, 13 June 1896 NORTH KING’S TOWN Page 3 of 196 Table of Contents Years 10,000 BCE – 1200 AD ......................................................................................... 9 Years 1600-1673 ........................................................................................................... 10 Years 1673-1758 .......................................................................................................... -
The Cas Newsletter
CAS NEWSLETTER NO. 114 FALL-SPRING 2016-2017 VOL. LIX 1 THE CAS NEWSLETTER CANADIAN ASSOCIATION OF SLAVISTS • ASSOCIATION CANADIENNE DES SLAVISTES ISSN 0381-6133 NO. 114 FALL-SPRING 2016-2017 VOL. LIX Address by Dr. Alison Rowley, President of the Canadian Association of Slavists Dear Colleagues, Members and Friends of the Canadian Association of Slavists, In early June 1997, I attended my first CAS conference at Memorial University in Newfoundland. The young woman I was then could never have envisioned that one day I would be asked to write the opening piece for the CAS newsletter, and to give the President’s speech at our organization’s AGM. She was just happy to make a few new friends and to try out her ideas about how Kandinsky’s colour theory may have influenced Soviet writer Yuri Olesha as he wrote his important novel, Envy. But that moment in Newfoundland was a pivotal one in my career as a scholar and I think the stories I shall briefly mention below are indicative of the ways in which CAS has influenced the lives of many of us. For example, at the Memorial conference, I met Dr. Gust Olson, a long-standing book review editor for Canadian Slavonic Papers/Revue canadienne des slavistes, at a panel on Russian women writers and he asked if I would be interested in reviewing a translation of Evdokia Nagrodskaia’s Wrath of Dionysus for the journal. That review was my very first publication. I have gone on to write many more reviews for our journal and even to serve as a book review editor for a number of years under the direction of CSP’s current outstanding editor- in-chief Dr. -
Petro Jacyk Program for the Study of Ukraine
PETRO JACYK PROGRAM FOR THE STUDY OF UKRAINE Annual Activity Report 2017–18 TABLE OF CONTENTS ABBREVIATIONS 3 EXECUTIVE SUMMARY 4 MISSION 5 ORGANIZATION OF THE PROGRAM 5 POST-DOCTORAL FELLOWSHIP IN UKRAINIAN POLITICS, CULTURE, AND SOCIETY 6 2017–18 Petro Jacyk Post-Doctoral Fellow: Daniel Fedorowycz 6 2018–19 Petro Jacyk Post-Doctoral Fellow: Orysia Kulick 8 VISITING SCHOLARS 2017–18 VISITING SCHOLARS 9 Tamara Hundorova 9 Inna Melnykovska 10 2018–19 VISITING SCHOLARS 11 Oksana Kis 11 Oleksandr Fisun 11 Iryna Skubii 11 EXCHANGE WITH KYIV-MOHYLA ACADEMY 12 EVENTS BY PJP 13 Conferences and Workshops 13 Lectures 14 New Book Presentations 19 Film Screenings 23 Ukraine Research Group (URG) 23 STUDENT SUPPORT 25 PETRO JACYK PROGRAM FOR THE STUDY OF UKRAINE | 1 DEVELOPING AWARENESS 26 COOPERATION AND PARTNERSHIPS 27 GLIMPSES INTO 2018–19 28 PETRO JACYK PROGRAM FOR THE STUDY OF UKRAINE | 2 ABBREVIATIONS CERES — Centre for European, Russian, and Eurasian Studies CIUS — Canadian Institute of Ukrainian Studies GTA — Greater Toronto Area HREC — Holodomor Research and Education Consortium PDF — Post-Doctoral Fellow PJEF — Petro Jacyk Education Foundation PJP — Petro Jacyk Program (full name: Petro Jacyk Program for the Study of Ukraine) PJRC — Petro Jacyk Resource Centre (full name: Petro Jacyk Central and East European Resource Centre) PETRO JACYK PROGRAM FOR THE STUDY OF UKRAINE | 3 EXECUTIVE SUMMARY The Petro Jacyk Program for the Study of Ukraine (PJP) has had a very successful and busy 2017–18 academic year. PJP organized, co-organized, and co-sponsored 19 events on the history, culture, society, politics and political economy, and foreign affairs of contemporary Ukraine. -
Italian Canadian Experiences During World War Ii
ITALIAN CANADIAN EXPERIENCES DURING WORLD WAR II he early population of Niagara Falls was largely of government unlimited powers to protect the state from any British origin, but from around the 1880s, this began internal or external threats, to ban subversive political T to change with a new influx of peoples of European organizations and to suspend foreign-language newspapers. It background. The construction boom that created railways, a also allowed for the internment of Canadian residents born in post office, fire hall, street car system, steam electric countries or empires at war with Canada. When Canada generating plant, water works and numerous churches formally declared war on Germany on September 10, 1939, attracted mainly Italian immigrants. Later on, with the turn-of around 850 German-Canadians were interned and over 66,000 -the-century hydro electric plants at the Falls, more Germans, German and Austrian Canadians (naturalized citizens) who had Hungarians, Ukrainians, Polish and others began to arrive as well. arrived in Canada after 1922, were forced to report to the police regularly. Later, when Italy entered the war on the side The growing close-knit Italian community opened of the Germans, the Canadian government gave the Royal new commercial establishments: groceries, barbershops, shoe Canadian Mounted Police (RCMP) orders to arrest Italian repairs, etc., to meet their needs. They settled together, Canadians considered to be a security risk. Of the approximate largely according to their areas of origin, in neighbourhoods in 112,625 Italian-Canadian residents in Canada, 31,000 were Clifton, Drummondville and the Glenview area. The first Italian organization came in 1912 with the construction of St.