Métis Identity– Darren R
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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. -
State of Wisconsin
CONSTITUTION 0F THE STATE OF WISCONSIN. ADOPTED IN CONVENTION, AT xVIADISON, ON THE FIRST DAY OF FEBRUARY, IN THE YEAR OF OUR LORD ONE THOUSAND EIGHT HUN DRED AND FORTY-EIGHT. PREAMBLE. We, the people of Wisconsin, grateful to Almighty God fbr oar freedom, in order to secure its blessings, form a more perfect gorer:; • menu insure domestic tranquility, and promote the general weifars ; do establish this CONSTITUTION. ARTICLE I. DECLARATION OF RIGHTS. SECTION I. All men are born equally free and indepandent, ar;d have certain inherent rights, among these are life, liberty and the pursuit of happiness ; to secure these rights, governments are insti tuted among men, deriving their just powers from the consent of tha governed; SEC. 2. There shall be Heither slavery nor involuntary servitude m this State otherwise than for the punishment of crime, whereof the party shall have been duly convicted. SEC. 3. Every pjrson may freely speak, write and pubh'sh his sentiments on all subjects, being responsible for the abuse of that right, and no laws shall be passed to restrain or abridge the liberty of speech or of the press. In all criminal prosecutions or indictmentii for libel, the truth may be given in evidence, and if it shall appear to the jury, that the matter charged as libellous, be true, and was published with good motives, and for justifiable ends, the party shaii be acquitted ; and the jury shall have the right to determine the law and the fact. SEC. 4. The right of the people peaceably to assembly to consul': for the common good, and to petition the Government or any depa/t ment thereof, shall never be abridged. -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
'Deprived of Their Liberty'
'DEPRIVED OF THEIR LIBERTY': ENEMY PRISONERS AND THE CULTURE OF WAR IN REVOLUTIONARY AMERICA, 1775-1783 by Trenton Cole Jones A dissertation submitted to Johns Hopkins University in conformity with the requirements for the degree of Doctor of Philosophy Baltimore, Maryland June, 2014 © 2014 Trenton Cole Jones All Rights Reserved Abstract Deprived of Their Liberty explores Americans' changing conceptions of legitimate wartime violence by analyzing how the revolutionaries treated their captured enemies, and by asking what their treatment can tell us about the American Revolution more broadly. I suggest that at the commencement of conflict, the revolutionary leadership sought to contain the violence of war according to the prevailing customs of warfare in Europe. These rules of war—or to phrase it differently, the cultural norms of war— emphasized restricting the violence of war to the battlefield and treating enemy prisoners humanely. Only six years later, however, captured British soldiers and seamen, as well as civilian loyalists, languished on board noisome prison ships in Massachusetts and New York, in the lead mines of Connecticut, the jails of Pennsylvania, and the camps of Virginia and Maryland, where they were deprived of their liberty and often their lives by the very government purporting to defend those inalienable rights. My dissertation explores this curious, and heretofore largely unrecognized, transformation in the revolutionaries' conduct of war by looking at the experience of captivity in American hands. Throughout the dissertation, I suggest three principal factors to account for the escalation of violence during the war. From the onset of hostilities, the revolutionaries encountered an obstinate enemy that denied them the status of legitimate combatants, labeling them as rebels and traitors. -
*‡Table 5. Ethnic and National Groups
T5 Table[5.[Ethnic[and[National[Groups T5 T5 TableT5[5. [DeweyEthnici[Decimaand[NationalliClassification[Groups T5 *‡Table 5. Ethnic and National Groups The following numbers are never used alone, but may be used as required (either directly when so noted or through the interposition of notation 089 from Table 1) with any number from the schedules, e.g., civil and political rights (323.11) of Navajo Indians (—9726 in this table): 323.119726; ceramic arts (738) of Jews (—924 in this table): 738.089924. They may also be used when so noted with numbers from other tables, e.g., notation 174 from Table 2 In this table racial groups are mentioned in connection with a few broad ethnic groupings, e.g., a note to class Blacks of African origin at —96 Africans and people of African descent. Concepts of race vary. A work that emphasizes race should be classed with the ethnic group that most closely matches the concept of race described in the work Except where instructed otherwise, and unless it is redundant, add 0 to the number from this table and to the result add notation 1 or 3–9 from Table 2 for area in which a group is or was located, e.g., Germans in Brazil —31081, but Germans in Germany —31; Jews in Germany or Jews from Germany —924043. If notation from Table 2 is not added, use 00 for standard subdivisions; see below for complete instructions on using standard subdivisions Notation from Table 2 may be added if the number in Table 5 is limited to speakers of only one language even if the group discussed does not approximate the whole of the -
Jewish Women As Rebels
A PRICE BELOW scholarly elite. Viewed as intellectual Rosa Luxemburg, born in Poland, RUBIES: JEWISH inferiors and sexual threats to the became a prominent Marxist theorist WOMEN AS REBELS studious Jewish male, women at the and leader of the failed Sparticist same time assumed much of the prac- (German communist) uprising in AND RADICALS tical and financial responsibility for Berlin. Anna Kuliscioffmoved to Italy thesurvival oftheir families and com- from Russia, by way of England, Naomi Shepherd. Cambridge, Mass.: munities. As energetic business- France and Switzerland, and played a Harvard University Press, 1993. women or members of the working major role in the Italian Socialist Party. class, women often had closer con- The Zionist Manya Shochat relo- tacts with the host cultures than men. cated from Russia to Palestine. Seek- This, alongwith Jewish women's tra- ing financial and technical assistance Jewish women played prominent roles ditional exclusion from the world of for rural collectives in her new coun- in the movements for radical social try, she made frequent visits to Eu- change that arose in Eastern Europe rope, the U.S. and Canada (where and radiated outward in the late nine- she was much impressed by the model teenth century. They thereby chal- of the Dukhobor communes). lenged their traditional status within In Western Europe, where Jews Jewish family and communal life. were better assimilated into the domi- Shepherd's engrossing book offers nant culture ofthe middle class, Jew- sustained studies of some half dozen ish women were more likely to be of these women radicals, along with reformers than radicals. -
Olive Dickason
Dickason first became aware of her Métis ancestry as a young adult upon meeting some Métis relatives in Regina. Honouring her ancestors properly became a goal that would give her future academic work the deepest personal meaning. But before that, she entered the workforce. She began a 24-year career in journalism at the Regina Leader-Post and subsequently, worked as a writer and editor at The Winnipeg Free Press, The Montreal Gazette, and The Globe and Mail. She pro- moted coverage of First Nations and Women’s issues, becoming the Women’s Editor at both The Montreal Gazette, and later The Globe and Mail’s daily newspaper and magazine. At age 50, Dickason decided to continue her education, entering the Graduate program at the University of Ottawa. She had to struggle with faculty preconceptions regarding Aboriginal History – including arguments that it did not exist – before finally finding a professor to act as her academic advisor. Dickason completed her Master’s degree at the Olive Patricia Dickason University of Ottawa in 1972, at the age of 52. She Honorary Doctor of Letters went on to successfully defend her Doctoral Thesis, entitled The Myth of the Savage. Born in Winnipeg, Olive Dickason is widely Dickason then authored Canada’s First Nations: acknowledged as the key figure in making A History of Founding Peoples from the Earliest Times, Aboriginal History serious study in Canada’s the most definitive text on the subject at the time, academic world. and still widely in use. She has had to face much adversity in her life and, Dickason taught at the University of Alberta from throughout, she has persevered in the roles of student, 1975 to 1992, and is currently an adjunct professor journalist, mother, scholar, elder, and role model. -
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. -
National Aboriginal Achievement Foundation
NATIONAL ABORIGINAL ACHIEVEMENT FOUNDATION • ANNUAL REPORT 2006/2007 • Table of Contents Message from the Chair. page 2 Message from the CEO . page 3 National Aboriginal Achievement Foundation . page 5 Corporate Development . page 6 Communications . page 6 Finance & Operations . page 7 Education . page 7 Special Projects . page 8 Taking Pulse. page 10 Blueprint for the Future . page 12 The 2007 National Aboriginal Achievement Awards . page 14 The 2007 National Aboriginal Achievement Award Recipients . page 16 Special Named Scholarships . page 18 2006-2007 Scholarship Recipients . page 19 Supporters . page 49 Financial Statements. page 55 Message from the Chair of the Board As we move forward, we find ourselves on stronger ground, as The reason for the Foundation’s existence, our First Nations, we have overcome a number of challenges these past few years Inuit and Métis youth of Canada, never cease to amaze me as to owing much to the leadership of Roberta Jamieson. Her drive their resiliency, and their ability to overcome challenges in order and determination to bring the Foundation into the 21st to pursue their dreams. The Aboriginal youth of Canada exude Century ensuring that we are providing the standard of service the promise of greatness and I am honoured to serve them as that the Foundation has become known for – Excellence – is part of the National Aboriginal Achievement Foundation, they remarkable and we are grateful to have a person such as Roberta truly are Canada’s future. leading the Foundation. On behalf of the Board of Directors, I congratulate her and the Foundation staff for another fantastic The future is bright due to the continued support of our many job well done. -
Living and Learning in New France, 1608-1760
CJSAEIRCEEA 23) Novemberlnovembre 2010 55 Perspectives "A COUNTRY AT THE END OF THE WORLD": LIVING AND LEARNING IN NEW FRANCE, 1608-1760 Michael R. Welton Abstract This perspectives essay sketches how men and women of New France in the 17th and 18th centuries learned to make a living , live their lives, and express themselves under exceptionally difficult circumstances. This paper works with secondary sources, but brings new questions to old data. Among other things, the author explores how citizen learning was forbidden in 17th- and 18th-century New France, and at what historical point a critical adult education emerged. The author's narrative frame and interpretation of the sources constitute one of many legitimate forms of historical inquiry. Resume Ce croquis d'essai perspective comment les hommes et les femmes de la Nouvelle-France au XVlIe et XV1I1e siecles ont appris a gagner leur vie, leur vie et s'exprimer dans des circonstances difficiles exceptionnellement. Cette usine papier avec secondaire sources, mais apporte de nouvelles questions d'anciennes donnees. Entre autres choses, I' auteur explore comment citoyen d' apprentissage a ete interdite en Nouvelle-France XVlIe-XV1I1e siecle et a quel moment historique une critique de ['education des adultes est apparu. Trame narrative de ['auteur et ['interpretation des sources constituent une des nombreuses formes legitimes d'enquete historique. The Canadian Journal for the Study of Adult Education/ La Revue canadienne pour i'ill/de de i'iducation des adultes 23,1 Novemberlnovembre 2010 55-71 ISSN 0835-4944 © Canadian Association for the Study of Adult Education! L' Association canadienne pour l' etude de I' education des adultes 56 Welton, ({Living and Learning in New France, 1608-1760" Introduction In the 1680s one intendant wrote that Canada has always been regarded as a country at the end of the world, and as a [place of] exile that might almost pass for a sentence of civil death, and also as a refuge sought only by numerous wretches until now to escape from [the consequences of] their crimes. -
The Traitor and the Jew: Anti-Semitism and The
cusses achieved her goal, or at least bate: was French Canadian national- sites, the one absolute good, the other not in the way she envisioned. All ism then, and is Quebec nationalism absolute evil: Groulx also maintained were seeking to reconfigure the pri- now, exclusive, xenophobic, and anti- a profound contempt for French vate as well as the public world. They Semitic?lIts author, Esther Delisle- Canadians who he regarded as Trai- shared a "desire to appropriate the who at one point was publicly con- tors committed to modernity and its world of ideas--hitherto, in their demned as an intellectual Vychinsky, concomitants, pluralism, individual- communal tradition the world ofmen in reference to Stalin's show trials ism, liberalism, democracy and capi- alone-and to build a new and egali- prosecutor-rightly likened the con- talism. In Groulx's world, watching tarian relationship with men." Their troversy to caricature. Indeed, look- a hockey game, or listening to jazz most enduring legacy, Shepherd ar- ing beyond the controversy,one finds (that "Negro-Semitic cocktail"), were gues, can be appreciated only when in Delisle's thesis not a vituperative fundamentally acts of treason. In they are seen in the context of Jewish attack against Quebec nationalism, 1935 he concluded, "The great mis- society and history. "Their efforts to but rather an intelligent, well re- fortune of French Canadians, I must create a new identity for themselves searched analysis of right-wing na- dare to say, is that there are no French as women, in defiance of the norms tionalist thought in Quebec dur- Canadians." The Traitor and the Jew, of their own society, made them pio- ing the 1930s. -
Les Michif Aski ~ Métis and the Land. Perceptions of the Influence of Space and Place on Aging Well in Île-À-La-Crosse
Les Michif Aski ~ Métis and the Land. Perceptions of the Influence of Space and Place on Aging Well in Île-à-la-Crosse 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 Geography and Planning University of Saskatchewan Saskatoon, Canada By Boabang Owusu ©Copyright Boabang Owusu, December 2020. All Rights Reserved. Unless otherwise noted, copyright of the material in this thesis belongs to the author PERMISSION TO USE In presenting this thesis in the partial fulfillment of the requirement 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 thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the head of the Department of Geography and Planning 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 thesis 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 thesis. I certify that the version I submitted is the same as that approved by my advisory committee. Requests for permission to copy