QUÉBEC CITY in the 1830'S Kf W
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900 History, Geography, and Auxiliary Disciplines
900 900 History, geography, and auxiliary disciplines Class here social situations and conditions; general political history; military, diplomatic, political, economic, social, welfare aspects of specific wars Class interdisciplinary works on ancient world, on specific continents, countries, localities in 930–990. Class history and geographic treatment of a specific subject with the subject, plus notation 09 from Table 1, e.g., history and geographic treatment of natural sciences 509, of economic situations and conditions 330.9, of purely political situations and conditions 320.9, history of military science 355.009 See also 303.49 for future history (projected events other than travel) See Manual at 900 SUMMARY 900.1–.9 Standard subdivisions of history and geography 901–909 Standard subdivisions of history, collected accounts of events, world history 910 Geography and travel 920 Biography, genealogy, insignia 930 History of ancient world to ca. 499 940 History of Europe 950 History of Asia 960 History of Africa 970 History of North America 980 History of South America 990 History of Australasia, Pacific Ocean islands, Atlantic Ocean islands, Arctic islands, Antarctica, extraterrestrial worlds .1–.9 Standard subdivisions of history and geography 901 Philosophy and theory of history 902 Miscellany of history .2 Illustrations, models, miniatures Do not use for maps, plans, diagrams; class in 911 903 Dictionaries, encyclopedias, concordances of history 901 904 Dewey Decimal Classification 904 904 Collected accounts of events Including events of natural origin; events induced by human activity Class here adventure Class collections limited to a specific period, collections limited to a specific area or region but not limited by continent, country, locality in 909; class travel in 910; class collections limited to a specific continent, country, locality in 930–990. -
OECD/IMHE Project Self Evaluation Report: Atlantic Canada, Canada
OECD/IMHE Project Supporting the Contribution of Higher Education Institutions to Regional Development Self Evaluation Report: Atlantic Canada, Canada Wade Locke (Memorial University), Elizabeth Beale (Atlantic Provinces Economic Council), Robert Greenwood (Harris Centre, Memorial University), Cyril Farrell (Atlantic Provinces Community College Consortium), Stephen Tomblin (Memorial University), Pierre-Marcel Dejardins (Université de Moncton), Frank Strain (Mount Allison University), and Godfrey Baldacchino (University of Prince Edward Island) December 2006 (Revised March 2007) ii Acknowledgements This self-evaluation report addresses the contribution of higher education institutions (HEIs) to the development of the Atlantic region of Canada. This study was undertaken following the decision of a broad group of partners in Atlantic Canada to join the OECD/IMHE project “Supporting the Contribution of Higher Education Institutions to Regional Development”. Atlantic Canada was one of the last regions, and the only North American region, to enter into this project. It is also one of the largest groups of partners to participate in this OECD project, with engagement from the federal government; four provincial governments, all with separate responsibility for higher education; 17 publicly funded universities; all colleges in the region; and a range of other partners in economic development. As such, it must be appreciated that this report represents a major undertaking in a very short period of time. A research process was put in place to facilitate the completion of this self-evaluation report. The process was multifaceted and consultative in nature, drawing on current data, direct input from HEIs and the perspectives of a broad array of stakeholders across the region. An extensive effort was undertaken to ensure that input was received from all key stakeholders, through surveys completed by HEIs, one-on-one interviews conducted with government officials and focus groups conducted in each province which included a high level of private sector participation. -
The First Epidemic of Asiatic Cholera in Lower Canada, 1832
Medical History, 1977, 21: 411433 THE FIRST EPIDEMIC OF ASIATIC CHOLERA IN LOWER CANADA, 1832 by GEOFFREY BILSON* I. LOWER CANADA IN 1832 IN 1832 Quebec and Montreal were the majorcities of Lower Canadawithpopulations of twenty thousand and thirty thousand respectively. The rest of the population lived in smaller towns and villages scattered along the shores of the St. Lawrence. When the ice melted in spring, much of the travel in the province was done by boat along the river systems, and the St. Lawrence was dotted with hundreds of craft of all sizes in a traffic that was difficult to regulate. Conditions in the towns and cities of the province were the usual ones of the early nineteenth century. In Quebec, most of the population lived closely packed together below the cliff that dominates the city. Montreal was less densely settled but the bulk of the population lived crowded together in the cove.' The houses were small, dirty, and oftenjammed with permanent and transient residents. "It was not unusual for six or seven families to occupy a tenement formerly inhabited by one" according to one commentator who reported that in Quebec in 1831 "in a house containing two rooms. fifty persons were found . ."2. Water for the residents came from wells, from water-carriers, or directly from the river itself, and the water of the St. Lawrence was well known for its evil effects. The houses and the streets in cities and towns were dirty and piled with garbage. Slaughterhouses operated within city limits and the refuse was frequently dumped in the streets. -
THE SPECIAL COUNCILS of LOWER CANADA, 1838-1841 By
“LE CONSEIL SPÉCIAL EST MORT, VIVE LE CONSEIL SPÉCIAL!” THE SPECIAL COUNCILS OF LOWER CANADA, 1838-1841 by Maxime Dagenais Dissertation submitted to the School of Graduate Studies and Research in partial fulfilment of the requirements for the PhD degree in History. Department of History Faculty of Arts Université d’Ottawa\ University of Ottawa © Maxime Dagenais, Ottawa, Canada, 2011 ii ABSTRACT “LE CONSEIL SPÉCIAL EST MORT, VIVE LE CONSEIL SPÉCIAL!” THE SPECIAL COUNCILS OF LOWER CANADA, 1838-1841 Maxime Dagenais Supervisor: University of Ottawa, 2011 Professor Peter Bischoff Although the 1837-38 Rebellions and the Union of the Canadas have received much attention from historians, the Special Council—a political body that bridged two constitutions—remains largely unexplored in comparison. This dissertation considers its time as the legislature of Lower Canada. More specifically, it examines its social, political and economic impact on the colony and its inhabitants. Based on the works of previous historians and on various primary sources, this dissertation first demonstrates that the Special Council proved to be very important to Lower Canada, but more specifically, to British merchants and Tories. After years of frustration for this group, the era of the Special Council represented what could be called a “catching up” period regarding their social, commercial and economic interests in the colony. This first section ends with an evaluation of the legacy of the Special Council, and posits the theory that the period was revolutionary as it produced several ordinances that changed the colony’s social, economic and political culture This first section will also set the stage for the most important matter considered in this dissertation as it emphasizes the Special Council’s authoritarianism. -
Eight History Lessons Grade 8
Eight History Lessons Grade 8 Submitted By: Rebecca Neadow 05952401 Submitted To: Ted Christou CURR 355 Submitted On: November 15, 2013 INTRODUCTORY ACTIVITY OVERVIEW This is an introductory assignment for students in a grade 8 history class dealing with the Red River Settlement. LEARNING GOAL AND FOCUSING QUESTION - During this lesson students activate their prior knowledge and connections to gain a deeper understanding of the word Rebellion and what requires to set up a new settlement. CURRICULUM EXPECTATIONS - Interpret and analyse information and evidence relevant to their investigations, using a variety of tools. MATERIALS - There are certain terms students will need to understand within this lesson. They are: 1. Emigrate – to leave one place or country in order to settle in another 2. Lord Selkirk – Scottish born 5th Earl of Selkirk, used his money to buy the Hudson’s Bay Company in order to get land to establish a settlement on the Red River in Rupert’s Land in 1812 3. Red River – a river that flows North Dakota north into Lake Winnipeg 4. Exonerate – to clear or absolve from blame or a criminal charge 5. Hudson’s Bay Company – an English company chartered in 1670 to trade in all parts of North America drained by rivers flowing into Hudson’s Bay 6. North West Company – a fur trading business headquartered in Montréal from 1779 to 1821 which competed, often violently, with the Hudson’s Bay Company until it merged with the Hudson’s Bay Company in 1821 7. Rupert’s Land – the territories granted by Charles II of England to the Hudson’s Bay Company in 1670 and ceded to the Canadian government in 1870 - For research: textbook, computer, dictionaries or whatever you have available to you. -
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. -
S C H O O L Program
SCHOOL PROGRAM 2020 INTRODUCTION We invite you to learn about Fort Gibraltar’s influence over the cultural development of the Red River settlement. Delve into the lore of the French Canadian voyageurs who paddled across the country, transporting trade-goods and the unique customs of Lower Canada into the West. They married into the First Nations communities and precipitated the birth of the Métis nation, a unique culture that would have a lasting impact on the settlement. Learn how the First Nations helped to ensure the success of these traders by trapping the furs needed for the growing European marketplace. Discover how they shared their knowledge of the land and climate for the survival of their new guests. On the other end of the social scale, meet one of the upper-class managers of the trading post. Here you will get a glimpse of the social conventions of a rapidly changing industrialized Europe. Through hands-on demonstrations and authentic crafts, learn about the formation of this unique community nearly two hundred years ago. Costumed interpreters will guide your class back in time to the year 1815 to a time of immeasurable change in the Red River valley. 2 GENERAL INFORMATION Fort Gibraltar Admission 866, Saint-Joseph St. Guided Tour Managed by: Festival du Voyageur inc. School Groups – $5 per student Phone: 204.237.7692 Max. 80 students, 1.877.889.7692 Free admission for teachers Fax: 204.233.7576 www.fortgibraltar.com www.heho.ca Dates of operation for the School Program Reservations May 11 to June 26, 2019 Guided tours must be booked at least one week before your outing date. -
Connaissance De Raoul Blanchard »
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Érudit Note « Connaissance de Raoul Blanchard » Louis-Edmond Hamelin Cahiers de géographie du Québec, vol. 17, n° 42, 1973, p. 483-488. Pour citer cette note, utiliser l'information suivante : URI: http://id.erudit.org/iderudit/021149ar DOI: 10.7202/021149ar Note : les règles d'écriture des références bibliographiques peuvent varier selon les différents domaines du savoir. Ce document est protégé par la loi sur le droit d'auteur. L'utilisation des services d'Érudit (y compris la reproduction) est assujettie à sa politique d'utilisation que vous pouvez consulter à l'URI https://apropos.erudit.org/fr/usagers/politique-dutilisation/ Érudit est un consortium interuniversitaire sans but lucratif composé de l'Université de Montréal, l'Université Laval et l'Université du Québec à Montréal. Il a pour mission la promotion et la valorisation de la recherche. Érudit offre des services d'édition numérique de documents scientifiques depuis 1998. Pour communiquer avec les responsables d'Érudit : [email protected] Document téléchargé le 10 février 2017 04:01 NOTES CONNAISSANCE DE RAOUL BLANCHARD Au cours des printemps 1970 et 1973, nous avons fait remplir un questionnaire destiné à dégager la perception que nos propres étudiants pouvaient avoir de la géographie québécoise de Raoul Blanchard. Indirec tement et à la limite des choses, les réponses allaient également fournir des indications sur les connaissances générales que les participants avaient de ce géographe français qui a parcouru le Québec de 1927 à 1958. Cette petite note, consacrée à l'exposé des résultats du dernier test, donnera l'occasion de rappeler brièvement l'œuvre colossale du précurseur de la géographie professionnelle au Québec et de plaider en faveur d'une plus grande utilisation de ses travaux. -
AC Buchanan and the Megantic Experiment
A. C. Buchanan and the Megantic Experiment: Promoting British Colonization in Lower Canada J. I. LITTLE* Between 1829 and 1832 a British settler colony was established on the northern fringe of Lower Canada’s Eastern Townships, in what became known as Megantic county. The main aim of the chief instigator and manager of the project, “emigrant” agent A. C. Buchanan, was to demonstrate the viability of state-assisted “pauper” colonization, as long advocated by Colonial Under- Secretary Robert Wilmot-Horton. Buchanan’s project was successful insofar as he convinced over 5,300 immigrants, the majority of whom were Irish Protestants, to follow the Craig and Gosford roads to the uninhabited northern foothills of the Appalachians. But the British government failed to apply this “experiment” elsewhere in Lower or Upper Canada, and the British settler community did not expand far beyond the townships of Leeds, Inverness, and Ireland because of their isolation from external markets. Instead, French-Canadian settlers moved into the surrounding townships, with the result that the British-origin population became a culturally isolated island of interrelated families that slowly disappeared due to out-migration. De 1829 à 1832, une colonie de peuplement britannique a vu le jour au Bas- Canada, en périphérie nord des cantons de l’Est, dans ce qui deviendra le comté de Mégantic. L’instigateur et chef du projet, l’agent d’émigration A. C. Buchanan, avait pour objectif premier de prouver la viabilité, avec le soutien de l’État, de la colonisation par les « pauvres » que préconisait depuis longtemps le sous- secrétaire aux Colonies Robert Wilmot-Horton. -
Language Attitudes Towards Canadian French and English, 1691-1902: the Emergence of the Canadian Voices
Language Attitudes towards Canadian French and English, 1691-1902: The Emergence of the Canadian Voices by Beau Brock A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy in French Linguistics Department of French Studies University of Toronto © Copyright by Beau Brock 2014 Language Attitudes towards Canadian French and English, 1691- 1902: The Emergence of the Canadian Voices Beau Brock Doctor of Philosophy in French Linguistics Department of French Studies University of Toronto 2014 Abstract This dissertation examines the origins and development of attitudes (in the guise of beliefs and stereotypes) towards Canadian French and Canadian English during the 18th and 19th centuries, as expressed primarily by foreign travellers to North America. By conducting a comparative study of these two languages, I aim to build a bridge between French Canadian studies on Canadian French, and Anglophone Canadian studies on Canadian English, two fields which have historically been distinct and separate. The time period studies (1691-1902) is marked by major political and social change, including the English Conquest, the creation of Upper and Lower Canada (and later the United Province of Canada), and the Dominion, all of which had major, lasting effects on the development and status of both languages. In order to study the evolution of language attitudes during this period, I employed content analysis on the metalinguistic and cultural commentary in a wide variety of texts, including travel journals, scholarly and newspaper articles, monographs, and prescriptive texts, written in French and English. My analysis has shown that British commentators were the most critical of both languages (and peoples), and relied almost entirely on beliefs and stereotypes rather than empirical evidence to ii support their claims. -
New France (Ca
New France (ca. 1600-1770) Trade silver, beaver, eighteenth century Manufactured in Europe and North America for trade with the Native peoples, trade silver came in many forms, including ear bobs, rings, brooches, gorgets, pendants, and animal shapes. According to Adam Shortt,5 the great France, double tournois, 1610 Canadian economic historian, the first regular Originally valued at 2 deniers, the system of exchange in Canada involving Europeans copper “double tournois” was shipped to New France in large quantities during occurred in Tadoussac in the early seventeenth the early 1600s to meet the colony’s century. Here, French traders bartered each year need for low-denomination coins. with the Montagnais people (also known as the Innu), trading weapons, cloth, food, silver items, and tobacco for animal pelts, especially those of the beaver. Because of the risks associated with In 1608, Samuel de Champlain founded transporting gold and silver (specie) across the the first colonial settlement at Quebec on the Atlantic, and to attract and retain fresh supplies of St. Lawrence River. The one universally accepted coin, coins were given a higher value in the French medium of exchange in the infant colony naturally colonies in Canada than in France. In 1664, became the beaver pelt, although wheat and moose this premium was set at one-eighth but was skins were also employed as legal tender. As the subsequently increased. In 1680, monnoye du pays colony expanded, and its economic and financial was given a value one-third higher than monnoye needs became more complex, coins from France de France, a valuation that held until 1717 when the came to be widely used. -
2020 Gmc Acadia Live Like a Pro
2020 GMC ACADIA LIVE LIKE A PRO ACADIA DENALI in Carbon Black Metallic (additional charge; premium paint) shown with available equipment. Improving on yesterday’s accomplishments is what it’s all about. Always doing more and doing it better. This uncompromising spirit is why the new Acadia is up to any task. With refined style, up to three rows of versatile configurations and advanced technologies, Acadia is designed to enhance your on-the-go lifestyle. Experience the SUV as capable as you are—the new 2020 GMC Acadia. ACADIA DENALI in Carbon Black Metallic (additional charge; premium paint) shown with available equipment. ANYWHERE WORTH GOING IS WORTH GOING WELL I NEW SCULPTED FRONT AND REAR DESIGN I SIGNATURE DENALI DESIGN, EXCLUSIVE GRILLE AND 20" WHEELS I LED HEADLAMPS AND TAIL LAMPS WITH SIGNATURE C-SHAPE DESIGN I HANDS-FREE PROGRAMMABLE POWER LIFTGATE WITH GMC LOGO PROJECTION I ADAPTIVE RIDE CONTROL IS AVAILABLE GET WELL-ACQUAINTED WITH WELL-APPOINTED Acadia Denali goes all in with three-row seating, genuine materials—including authentic wood accents and warm-tone burnished aluminum trim—and leather-appointed first- and second-row seats. Refinements continue with a heated steering wheel and heated front seats that can automatically be turned on with a vehicle remote starter system when it’s cold outside. Then add embroidered Denali front-seat head restraints, ventilated front seats and heated second-row bucket seats accentuated with French seam stitching. You’ll also enjoy the convenience of the open centre console and its generous storage space. 1Functionality may vary by model. Full functionality requires compatible Bluetooth® and smartphone, and USB connectivity for some devices.