The First Indian "Reserves" in Canada George F
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Nanjemoy and Mattawoman Creek Watersheds
Defining the Indigenous Cultural Landscape for The Nanjemoy and Mattawoman Creek Watersheds Prepared By: Scott M. Strickland Virginia R. Busby Julia A. King With Contributions From: Francis Gray • Diana Harley • Mervin Savoy • Piscataway Conoy Tribe of Maryland Mark Tayac • Piscataway Indian Nation Joan Watson • Piscataway Conoy Confederacy and Subtribes Rico Newman • Barry Wilson • Choptico Band of Piscataway Indians Hope Butler • Cedarville Band of Piscataway Indians Prepared For: The National Park Service Chesapeake Bay Annapolis, Maryland St. Mary’s College of Maryland St. Mary’s City, Maryland November 2015 ii EXECUTIVE SUMMARY The purpose of this project was to identify and represent the Indigenous Cultural Landscape for the Nanjemoy and Mattawoman creek watersheds on the north shore of the Potomac River in Charles and Prince George’s counties, Maryland. The project was undertaken as an initiative of the National Park Service Chesapeake Bay office, which supports and manages the Captain John Smith Chesapeake National Historic Trail. One of the goals of the Captain John Smith Trail is to interpret Native life in the Middle Atlantic in the early years of colonization by Europeans. The Indigenous Cultural Landscape (ICL) concept, developed as an important tool for identifying Native landscapes, has been incorporated into the Smith Trail’s Comprehensive Management Plan in an effort to identify Native communities along the trail as they existed in the early17th century and as they exist today. Identifying ICLs along the Smith Trail serves land and cultural conservation, education, historic preservation, and economic development goals. Identifying ICLs empowers descendant indigenous communities to participate fully in achieving these goals. -
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. -
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. -
Chapman's Bookstore 2407 St
'. , ~ ~- - - ---rom-: iii ,~-----.--- AMERICAN LIBRARY ASSOCIATION Montreal Conference AT McGILL UNIVERSITY JUNE 6 TO I2, I900 Programnle and Guide ISSUED BY THE LOCAL COMMITTEE MONTREAL THE HERALD PRESS eont~nts History of Montreal Description McGill University Montreal Libraries Sunday Services Summary of Points of Interest in and about Montreal Programme of Local Elltertainment Local Committee Wheelmen's Favorite Routes Map of Montreal Advertisers Published for the I,oca\ Committee By F. E. PHELAN, 2331 St. Catherine Street, lVIontreal HISTORY HE history of Montreal as a centre of population commences with the visit of Jacques Cartier to the Indians of the town of Hochelaga in 1535. The place was situated close to T Mount Royal, on a site a short distance from the front of the McGill College Grounds, and all within less than a block below Sherbrooke Street, at Mansfie1.d Street. It was a circular palisaded Huron-Iroquois strong hold, which had been in existence for seyeral generations and had been founded by a party which had broken off in some manner from the Huron nations at Lake Huron, at a period estimated to be somewhere about 1400. It was at that time the dominant town of the entire Lower St. Lawrence Valley, and apparently also of Lake Champlain, in both of which quarters numerous settlements of the same race had sprung from it as a centre. Cartier describes how he found it in the following words: " And in the midst of those fields is situated and fixed the said town of Hochelaga, near and joining a mountain which is in its neighbour hood, well tilled and exceedingly fertile; therefrom one sees very far. -
Bloetscher Collection
BLOETSCHER COLLECTION SPECIAL COLLECTIONS – AKRON-SUMMIT COUNTY PUBLIC LIBRARY SPECIAL COLLECTIONS #: 2004-5 ACQUISTION: The collection was donated by Virginia Chase Bloetscher in 2004. ACCESS: Restricted access: materials fragile; access by request at Main Library archives only; material does not circulate. VOLUME: 8 storage boxes and books, 10 LF. BIOGRAPHICAL NOTE: Virginia Chase Bloetscher was a local author, storyteller, and historian who lived in Cuyahoga Falls and specialized in local Native American history. Her book, Indians of the Cuyahoga Valley and Vicinity was published in 1980 by the North American Indian Culture Center, Inc. The second revised edition was published by Cuyahoga Valley Archaeological Society in 1997. SCOPE AND CONTENT: The collection consists of a wide variety of documents from Ms. Bloetscher’s manuscripts, presentation notes, slides and photographs, research notes, clippings, posters, artifacts, copies of treaties and maps, and fiction and non-fiction books pertaining to Native Americans. The collection also includes correspondence, manuscripts, articles and clippings from various people she networked with from the 1970s through the 1990s. ARRANGEMENT: Arranged by format and types of materials. NOTE: All measurements are approximate. Box measurements include lid. ABBREVIATIONS: (bw) = black and white (col) = color INVENTORY: SERIES I: SLIDES Slides used for presentations by Ms. Bloetscher. BOX 1 (4 ½ x 6 x 5 ¼”) includes: SLIDE CONTAINERS 1-3: Scenes of miscellaneous Native American locations showing mounds, ceremonial and treaty sites, trails, etc. SLIDE CONTAINERS 4 & 5: Miscellaneous slides of charts, drawings, and Native American artifacts. SERIES II: PHOTOGRAPHS ENVELOPES 1-6: (bw; 2 ½ x 3 ¼”) scenes of Native American locations. Each photo is marked 1 through 6 on the back with a blue marker. -
(King Philip's War), 1675-1676 Dissertation Presented in Partial
Connecticut Unscathed: Victory in The Great Narragansett War (King Philip’s War), 1675-1676 Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Major Jason W. Warren, M.A. Graduate Program in History The Ohio State University 2011 Dissertation Committee: John F. Guilmartin Jr., Advisor Alan Gallay, Kristen Gremillion Peter Mansoor, Geoffrey Parker Copyright by Jason W. Warren 2011 Abstract King Philip’s War (1675-1676) was one of the bloodiest per capita in American history. Although hostile native groups damaged much of New England, Connecticut emerged unscathed from the conflict. Connecticut’s role has been obscured by historians’ focus on the disasters in the other colonies as well as a misplaced emphasis on “King Philip,” a chief sachem of the Wampanoag groups. Although Philip formed the initial hostile coalition and served as an important leader, he was later overshadowed by other sachems of stronger native groups such as the Narragansetts. Viewing the conflict through the lens of a ‘Great Narragansett War’ brings Connecticut’s role more clearly into focus, and indeed enables a more accurate narrative for the conflict. Connecticut achieved success where other colonies failed by establishing a policy of moderation towards the native groups living within its borders. This relationship set the stage for successful military operations. Local native groups, whether allied or neutral did not assist hostile Indians, denying them the critical intelligence necessary to coordinate attacks on Connecticut towns. The English colonists convinced allied Mohegan, Pequot, and Western Niantic warriors to support their military operations, giving Connecticut forces a decisive advantage in the field. -
Tales of Montréal POINTE-À-CALLIÈRE, WHERE MONTRÉAL WAS BORN
: : Luc Bouvrette : Luc Pointe-à-Callière, Illustration Pointe-à-Callière, Méoule Bernard Pointe-à-Callière, Collection / Photo 101.1742 © © TEACHER INFORMATION SECONDARY Tales of Montréal POINTE-À-CALLIÈRE, WHERE MONTRÉAL WAS BORN You will soon be visiting Pointe-à-Callière, Montréal Archaeology and History Complex with your students. The Tales of Montréal tour takes place in an exceptional archaeological and historical setting. Your students will discover the history of Montréal and its birthplace, Fort Ville-Marie, as they encounter ruins and artifacts left behind by various peoples who have occupied the site over the years. BEFORE YOUR VISIT Welcome to Pointe-à-Callière! “Pointe-à-Callière, Montréal Archaeology OBJECTIVES and History Complex, is the city’s birthplace ¬ Learn the history of the pointe at Callière. and classified as a heritage site of national ¬ Understand that Fort Ville-Marie, the ruins importance.” of which the students will see, is the birthplace This statement serves as a stepping off point of Montréal. for students to learn about the history of the site ¬ Learn more about the archaeological digs of Pointe-à-Callière, Fort Ville-Marie, and Montréal’s at the site. first Catholic cemetery, the remains of which they will see when they tour the museum. COMPETENCIES DEVELOPED The students will also learn more about Pointe-à-Callière’s heritage conservation mission, ¬ Examine the facts, figures, actions, causes, as shown through the archaeological digs, the and consequences of social phenomena. exhibition of ruins and artifacts unearthed during ¬ Understand the concepts of continuity the digs, and the acquisition of historical buildings and change in relation to the present. -
Chronological History of Canada 1497-1919
II.—CHRONOLOGICAL HISTORY OF CANADA 1497 1 1919. 1497. June 24, Eastern coast of North 1633. May 23, Champlain made first America discovered by John Governor of New France. Cabot. 1634. July 4, Foundation of Three 1498. Cabot discovers Hudson Strait. Rivers. 1524. Verrazano explores the Coast of 1634-35. Exploration of the great lakes Nova Scotia. by Nicolet. 1534. June 21, Landing of Jacques 1635. Dec. 25, Death of Champlain at Cartier at Esquimaux Bay. Quebec. 1636. March 10, De Montmagny ap 1535. Cartier's second voyage. He as pointed Governor. cends the St. Lawrence to Stada- 1638. June 11, First recorded earth cona (Quebec) (Sept. 14) and quake in Canada. Hochelaga (Montreal) (Oct. 2). 1640. Discovery of Lake Erie by Chau- 1541. Cartier's third voyage. monot and Brebeuf. 1542-3. De Roberval and his party 1641. Resident population of New winter at Cap Rouge, and are France, 240. rescued by Cartier on his fourth 1642. May 17, founding of Ville-Marie voyage. 1557. Sept. 1, Death of Cartier at St. (Montreal). Malo, France. 1646. Exploration of the Saguenay by 1592. Straits of Juan de Fuca discovered Dablon. by de Fuca. 1647. Lake St. John discovered by de 1603. June 22, Champlain's first landing Quen. in Canada, at Quebec. 1648. March 5, Council of New France 1605. Founding of Port Royal (Anna created. Aug. 20, D'Ailleboust polis, N.S.) de Coulonges, governor. 1608. Champlain's second visit. July 3, 1649. March 16-17, Murder of Fathers Founding of Quebec. Brebeuf and Lalemant by In 1609. July, Champlain discovers Lake dians. -
Ch. 3 Section 4: Life in the English Colonies Colonial Governments the English Colonies in North America All Had Their Own Governments
Ch. 3 Section 4: Life in the English Colonies Colonial Governments The English colonies in North America all had their own governments. Each government was given power by a charter. The English monarch had ultimate authority over all of the colonies. A group of royal advisers called the Privy Council set English colonial policies. Colonial Governors and Legislatures Each colony had a governor who served as head of the government. Most governors were assisted by an advisory council. In royal colonies the English king or queen selected the governor and the council members. In proprietary colonies, the proprietors chose all of these officials. In a few colonies, such as Connecticut, the people elected the governor. In some colonies the people also elected representatives to help make laws and set policy. These officials served on assemblies. Each colonial assembly passed laws that had to be approved first by the advisory council and then by the governor. Established in 1619, Virginia's assembly was the first colonial legislature in North America. At first it met as a single body, but was later split into two houses. The first house was known as the Council of State. The governor's advisory council and the London Company selected its members. The House of Burgesses was the assembly's second house. The members were elected by colonists. It was the first democratically elected body in the English colonies. In New England the center of politics was the town meeting. In town meetings people talked about and decided on issues of local interest, such as paying for schools. -
Settlers, “Savages,” and Slaves: Assimilation, Racialism, and the Civilizing Mission in French Colonial Louisiana
SETTLERS, “SAVAGES,” AND SLAVES: ASSIMILATION, RACIALISM, AND THE CIVILIZING MISSION IN FRENCH COLONIAL LOUISIANA Jeffrey Ryan Harris A thesis submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Masters of Arts in the Department of History Chapel Hill 2012 Approved by: Lloyd S. Kramer Kathleen A. DuVal Jay M. Smith © 2013 Jeffrey Ryan Harris ALL RIGHTS RESERVED ii ABSTRACT JEFFREY RYAN HARRIS: Settlers, “Savages,” and Slaves: Assimilation, Racialism, and the Civilizing Mission in French Colonial Louisiana (Under the direction of Lloyd S. Kramer, Kathleen A. DuVal, and Jay M. Smith) French-Amerindian interaction in the Louisiana colony forced French people to define what French identity was and who could be included in it. Some colonists believed that non-Europeans were assimilable and could—if properly educated and Christianized—become “French” like them. Others believed that non-Europeans were inferior and could corrupt French civilization if not kept in their place. Although the racialist perspective eventually prevailed in mid-eighteenth-century Louisiana, the Louisiana colony represented the continuity of earlier French fantasies of assimilating Indians, as well as the deeper history of racist pseudoscience. The debate in Louisiana between Catholic assimilationists and racial essentialists presaged the later tension throughout the French empire between the French Revolution’s republican universalism and nineteenth-century pseudoscientific racism. The race debate in eighteenth-century Louisiana illuminates the Old Regime origins of nineteenth- and twentieth-century French colonial ideology and the global influence of the French colonial experience in the Gulf South. -
Guide to Acknowledging First Peoples & Traditional Territory
Guide to Acknowledging First Peoples & Traditional Territory September 2017 CAUT Guide to Acknowledging First Peoples & Traditional Territory September 2017 The following document offers the Canadian Association of University Teachers (CAUT) recommended territorial acknowledgement for institutions where our members work, organized by province. While most of these campuses are included, the list will gradually become more complete as we learn more about specific traditional territories. When requested, we have also included acknowledgements for other post-secondary institutions as well. We wish to emphasize that this is a guide, not a script. We are recommending the acknowledgements that have been developed by local university-based Indigenous councils or advisory groups, where possible. In other places, where there are multiple territorial acknowledgements that exist for one area or the acknowledgements are contested, the multiple acknowledgements are provided. This is an evolving, working guide. © 2016 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Cover photo: “Infinity” © Christi Belcourt CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 Contents 1| How to use this guide Our process 2| Acknowledgement statements Newfoundland and Labrador Prince Edward Island Nova Scotia New Brunswick Québec Ontario Manitoba Saskatchewan Alberta British Columbia Canadian Association of University Teachers 3 CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 1| How to use this guide The goal of this guide is to encourage all academic staff context or the audience in attendance. Also, given that association representatives and members to acknowledge there is no single standard orthography for traditional the First Peoples on whose traditional territories we live Indigenous names, this can be an opportunity to ensure and work. -
History of Virginia
14 Facts & Photos Profiles of Virginia History of Virginia For thousands of years before the arrival of the English, vari- other native peoples to form the powerful confederacy that con- ous societies of indigenous peoples inhabited the portion of the trolled the area that is now West Virginia until the Shawnee New World later designated by the English as “Virginia.” Ar- Wars (1811-1813). By only 1646, very few Powhatans re- chaeological and historical research by anthropologist Helen C. mained and were policed harshly by the English, no longer Rountree and others has established 3,000 years of settlement even allowed to choose their own leaders. They were organized in much of the Tidewater. Even so, a historical marker dedi- into the Pamunkey and Mattaponi tribes. They eventually cated in 2015 states that recent archaeological work at dissolved altogether and merged into Colonial society. Pocahontas Island has revealed prehistoric habitation dating to about 6500 BCE. The Piscataway were pushed north on the Potomac River early in their history, coming to be cut off from the rest of their peo- Native Americans ple. While some stayed, others chose to migrate west. Their movements are generally unrecorded in the historical record, As of the 16th Century, what is now the state of Virginia was but they reappear at Fort Detroit in modern-day Michigan by occupied by three main culture groups: the Iroquoian, the East- the end of the 18th century. These Piscataways are said to have ern Siouan and the Algonquian. The tip of the Delmarva Penin- moved to Canada and probably merged with the Mississaugas, sula south of the Indian River was controlled by the who had broken away from the Anishinaabeg and migrated Algonquian Nanticoke.