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Article

North-West Territories (1870–1905)

The North-West Territories was the first Canadian territory. It was Established on 15 July 1870. As a territory, the region became part of Canada. But it lacked the population, economic and infrastructure resources to attain provincial status. It thus fell under the jurisdiction of the federal government. It covered a vast area, stretching west from a disputed boundary with Labrador, across the northern portions of present-day Quebec and Ontario, through the Prairies to British Columbia, and north from the 49th parallel to the Arctic Ocean. The territory was subject to numerous boundary changes before 1905. At that time, the provinces of Saskatchewan and Alberta were carved out of the southwest portion of the region. In 1906, the remaining territory was renamed the Northwest Territories.

Article

Dominion of Canada

Dominion of Canada is the country’s formal title, though it is rarely used. It was first applied to Canada at Confederation in 1867. It was also used in the formal titles of other countries in the British Commonwealth. Government institutions in Canada effectively stopped using the word Dominion by the early 1960s. The last hold-over was the term Dominion Day, which was officially changed to Canada Day in 1982. Today, the word Dominion is seldom used in either private or government circles.

Article

British Columbia and Confederation

The colony of British Columbia was founded in 1858 in response to the Fraser River Gold Rush. (See also The Fraser River Gold Rush and the Founding of British Columbia.) The colony established representative government in 1864 and merged with the colony of Vancouver Island in 1866. In May 1868, Amor De Cosmos formed the Confederation League to bring responsible government to BC and to join Confederation. In September 1868, the Confederation League passed 37 resolutions outlining the terms for a union with the Dominion of Canada. The terms were passed by both the BC assembly and the federal Parliament in 1871. The colony joined Canada as the country’s sixth province on 20 July 1871. The threat of American annexation, embodied by the Alaska purchase of 1867, and the promise of a railway linking BC to the rest of Canada, were decisive factors.

Article

Nova Scotia and Confederation

Nova Scotia was one of the four founding provinces of Canada. It joined New Brunswick,  Ontario and Quebec in Confederation on 1 July 1867. However, this was mainly because Confederation delivered the Intercolonial Railway to the Maritimes, and because of the efforts of Sir Charles Tupper. His government passed approval for Confederation in the colonial legislature despite popular opposition. (See Confederation’s Opponents.) Confederation was met with mass protests in the colony. Joseph Howe led a two-year effort to repeal the union. (See Repeal Movement.) But Howe finally decided he could do more to help his province by working inside the federal government. He joined the federal Cabinet in 1869.

Article

New Brunswick and Confederation

New Brunswick became one of the founding members of the Dominion of Canada on 1 July 1867 when it joined Nova Scotia, Ontario and Quebec in Confederation. Arthur Hamilton Gordon, the lieutenant-governor of New Brunswick, helped organize the Charlottetown Conference (1–9 September 1864), where a federal union of British North American colonies was first discussed. By 1865, however, a majority in the New Brunswick legislature had swung against it. Albert Smith defeated pro-Confederation premier Samuel Tilley in a snap election that year. But the Fenian Raids in 1866 fueled New Brunswick’s sense of insecurity and increased support for Confederation. After Tilley’s party won another election in 1866, the legislature voted 38–1 in favour of Confederation.

Article

Bedard Case

R v. Bedard (1971) challenged section 12(1)(b) of the Indian Act, which concerns the rights of Status Indian women in Canada. The appellant in the case, Yvonne Bedard, took the federal government to court after losing her rights as a Status Indian because of her marriage to a Non-Status man. In 1973, before the Supreme Court of Canada, the Bedard case merged with AG v. Lavell, another case concerning gender discrimination (see Status of Women) in the Indian Act. Although Bedard ultimately lost her reinstatement claims, her case inspired future legal battles regarding women’s rights and the Indian Act, including Lovelace v. Canada (1981) (see Sandra Lovelace Nicholas) and the Descheneaux case (2015).

collection

Acadian Heritage

This collection explores the rich heritage of the Acadians through articles and exhibits, as well as quizzes on arts and culture, history and politics, historical figures, and places associated with the Acadian people.

Article

Native People's Caravan

The Native People’s Caravan was a cross-country mobile protest that took place in 1974. Its main purpose was to raise awareness about the poor living conditions and discrimination experienced by Indigenous peoples in Canada. It travelled from Vancouver to Ottawa, where the subsequent occupation of a vacant warehouse on Victoria Island, near Parliament Hill, extended into 1975. The caravan brought various Indigenous groups together in protest of broken treaties, as well as a lack of government-supported education, housing and health care. As a result, meetings between Cabinet ministers and Indigenous leaders became more frequent. The protest is remembered as an important turning point in Indigenous activism in Canada.

Article

Maisie Hurley

Maisie Hurley, née Maisie Amy Campbell-Johnston, Vancouver-area political activist, Indigenous ally (see Indigenous Peoples in Canada), newspaper founder and art collector (born 27 November 1887 in Swansea, Wales; died 3 October 1964 in North Vancouver, British Columbia). Although Hurley had no formal legal training or law degree (see Legal Education), she worked on several legal cases and advocated for Indigenous peoples’ basic human rights as well as for changes to the Indian Act. In 1946, Hurley started a newspaper called The Native Voice that aimed to bring attention to important issues concerning Indigenous communities across Canada (see Rights of Indigenous Peoples in Canada). In 2011, Hurley’s collection of Indigenous art was displayed at the North Vancouver Museum.

Article

Province of Canada (1841-67)

In 1841, Britain united the colonies of Upper and Lower Canada into the Province of Canada. This was in response to the violent rebellions of 1837–38. The Durham Report (1839) recommended the guidelines to create the new colony with the Act of Union. The Province of Canada was made up of Canada West (formerly Upper Canada) and Canada East (formerly Lower Canada). The two regions were governed jointly until the Province was dissolved to make way for Confederation in 1867. Canada West then became Ontario and Canada East became Quebec. The Province of Canada was a 26-year experiment in anglophone-francophone political cooperation. During this time, responsible government came to British North America and expanded trade and commerce brought wealth to the region. Leaders such as Sir John A. Macdonald, Sir George-Étienne Cartier and George Brown emerged and Confederation was born.

(This is the full-length entry about the Province of Canada. For a plain language summary, please see Province of Canada (Plain Language Summary).)

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Lillian Elias

Lillian Elias (whose Inuvialuktun name is Panigavluk) is a teacher, language activist and a residential school Survivor (born 1943 in the Mackenzie Delta, NT). Influenced by her time at residential school, where administrators attempted to forcefully strip her of her language and culture, Elias has spent much of her life promoting and preserving her first language, Inuvialuktun (see Inuvialuit).

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Métis Experiences at Residential School

Although the first residential schools in Canada were established with the intention of assimilating First Nations children into Euro-Canadian culture, Métis and Inuit children were also institutionalized in such facilities. Métis children experienced similar day-to-day conditions to those of other students in residential schools, but they were often considered “outsiders” by their peers and administrators. This perception affected their experiences within these institutions in particular ways.


Editorial

Editorial: The Arrival of Black Loyalists in Nova Scotia

“Freedom and a Farm.” The promise was exciting to the thousands of African Americans, most seeking to escape enslavement, who fought in British regiments during the American Revolutionary War (1775–83). Following the war, they joined tens of thousands of Loyalists — American refugees who had sided with the British. Between 80,000 and 100,000 Loyalists eventually fled the United States. About half came to British North America. The main waves arrived in 1783 and 1784. The territory that now includes the Maritime provinces became home to more than 30,000 Loyalists. Most of coastal Nova Scotia received Loyalist settlers, as did Cape Breton and Prince Edward Island (then called St. John’s Island).

Article

British Columbia

British Columbia is Canada's most westerly province, and is a mountainous area whose population is mainly clustered in its southwestern corner. BC is Canada’s third-largest province after Québec and Ontario, making up 10 per cent of Canada’s land surface. British Columbia is a land of diversity and contrast within small areas. Coastal landscapes, characterized by high, snow-covered mountains rising above narrow fjords and inlets, contrast with the broad forested upland of the central interior and the plains of the northeast. The intense "Britishness" of earlier times is referred to in the province's name, which originated with Queen Victoria and was officially proclaimed in 1858.

Article

Alberta

Alberta, the westernmost of Canada's three Prairie provinces, shares many physical features with its neighbours to the east, Saskatchewan and  Manitoba. The Rocky Mountains form the southern portion of Alberta's western boundary with British Columbia. Alberta was named after Princess Louise Caroline Alberta, fourth daughter of Queen Victoria. The province is home to the country’s largest deposits of oil and natural gas.

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Intergenerational Trauma and Residential Schools

Historical trauma occurs when trauma caused by historical oppression is passed down through generations. For more than 100 years, the Canadian government supported residential school programs that isolated Indigenous children from their families and communities (see Residential Schools in Canada). Under the guise of educating and preparing Indigenous children for their participation in Canadian society, the federal government and other administrators of the residential school system committed what has since been described as an act of cultural genocide. As generations of students left these institutions, they returned to their home communities without the knowledge, skills or tools to cope in either world. The impacts of their institutionalization in residential school continue to be felt by subsequent generations. This is called intergenerational trauma.

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Inuit Experiences at Residential School

Residential schools were government-sponsored religious schools created to assimilate Indigenous children into Euro-Canadian culture. Schools in the North were run by missionaries for nearly a century before the federal government began to open new, so-called modern institutions in the 1950s. This was less than a decade after a Special Joint Committee (see Indigenous Suffrage) found that the system was ineffectual. The committee’s recommendations led to the eventual closure of residential schools across the country.

Article

Resistance and Residential Schools

Residential schools were government-sponsored religious schools that many Indigenous children were forced to attend. They were established to assimilate Indigenous children into Euro-Canadian culture. Indigenous parents and children did not simply accept the residential-school system. Indigenous peoples fought against – and engaged with – the state, schools and other key players in the system. For the duration of the residential-school era, parents acted in the best interests of their children and communities. The children responded in ways that would allow them to survive.