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History 200 week 3 writing plan

September 9, 2025/in General Questions /by Besttutor

 Overview: Throughout Modules Three and Four, you have continued to work on your Project 1: Writing Plan assignment, which you will formally submit for completion at the end of Module Four of the course. This progress check assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission. Prompt: Module Three: Communicating Historical Ideas has considered how historians communicate their message to a specific audience. Return to your submission for Progress Check 2 and identify an audience that would be interested in your event and research question and describe how and why you would tailor your message to that audience. You will also describe primary and secondary sources you could use to research your historical event. Specifically, in this assignment, you will submit the following elements of your Project 1: Writing Plan for review by your instructor: In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 2) in the webtext, you completed the following element: I. Describe the historical event that you selected. Why is this event significant? II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your event? What was your thought process when you were searching for sources? How did you make choices? III. Describe at least two primary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of an appropriate academic nature. In your description, consider questions such as: How do these sources relate to your secondary sources? What do they add to your understanding of the event? What makes them appropriate and relevant for investigating your event? In Module Three: Communicating Historical Ideas, Learning Block 3-4 (page 3) in the webtext, you worked toward the following element: IV. Based on your review of primary and secondary sources, develop a research question related to the historical event you selected. In other words, what would you like to know more about? Create a thesis statement based on your research question. This will help you address these two critical elements later on: V. Identify an audience that would be interested in your historical event and research question. For example, who would benefit most from hearing your message? VI. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand historical terminology and principles associated with your event, or will you need to explain these? How will you communicate effectively with your audience? Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 1 Guidelines and Rubric. You will need to add finishing touches to this progress check submission to prepare your final writing plan for submission in Module Four.

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History

September 9, 2025/in General Questions /by Besttutor

1. Consider the following statement: “In preparing for the Cherokee removal, state and federal officials were motivated solely by desire to seize the natives’ land.” In your post, consider the following:

a. Does this statement present the full picture? Revise this statement to present a more complex explanation of the motivations that drove state and federal officials (and the white citizens of Georgia) during the years immediately preceding the Cherokee removal. Explain the choices you made in your revision.

b. Next, consider how you can take a similar approach to your own topic in order to more fully understand the historical complexity. What other viewpoints would you want to further explore in order to more fully understand your topic?

2. Respond to the following thesis statement. Your response should be two to three paragraphs long and should include your position on the issue. Cite at least three specific pieces of historical evidence.

 

In the long run, busing hurt Boston because it led to violent racial strife, contributed to white flight, and damaged the quality of the public school system.

 

3. Describe the impact of Dr. Martin Luther King Jr.’s assassination on the effort to expand civil rights for African Americans. How might the struggle for civil rights have evolved differently if Dr. King had not been killed?

Be sure to answer the following questions in your post:

· What were one or two specific consequences of Dr. King’s assassination?

· Do you think these events would have taken place even if Dr. King had not been assassinated? Why or why not?

 

 

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How to Read a Monograph -Monoraph Mixtape

September 9, 2025/in General Questions /by Besttutor

Historians rely on what other scholars have already researched and written about a chosen topic. These are called as secondary sources. A book-length treatment of a topic, also called a monograph, is a type of secondary source. Scholarly articles are also considered secondary in the historical discipline.

What is meant by “historical” monograph is not that the book was written in the historical past, but rather that the author is writing about and concerned with a specific set of historical moments and processes.

Students use their knowledge of a specific character or literary work to create a mixtape of songs that they feel reflect the development of the character or the major themes and ideas from the monograph. This assignment is a fun activity that helps students comprehend the text and draw connections to their personal tastes in music and prior experiences which help to create meaning within the text.

*5 total songs for the assignment required

Did you ever make a mixtape (or a digital playlist, if you’re young enough)? The greatest mixtapes weren’t those that just included a scattered array of tunes or repeated the same radio hits. They were the ones that challenged the listener with something new — a surprising artist, or an unexpected cover of a favorite song. The mixtape’s ultimate purpose was to deliver a message: declaring love, telling a story, or capturing a time and place. Like any great mixtape, curation is intentional and purposeful. The items chosen are thoughtful representations, and they are selected to communicate an idea.

Using ONE of the monographs from the approved list below,

Monographs for History 1302 HCC 2018-2019.docxPreview the document

create a mixtape  that does the following:

DESCRIBES the monograph and sets it in historical context;

ANALYZES some aspect of the monograph from a historical point of view (see below for ideas);

CONSIDERS the benefits and limitations of the monograph as historical evidence

And PROPOSES some unanswered questions that this assignment has left you with.

Use Chicago Style for any citations within the paper.

Use as a guide, your paper should resemble the following, Negro with a Hat is not an approved monograph.

Heading for paper: (title of book, author, etc.)Follow this guideline, your paper should look similar:

Negro With A Hat:  The Rise and Fall of Marcus Garvey.  By Colin Grant.  (Oxford UniversityPress, 2008, 530 pp. $17.95, ISBN 978-0-19-539309-5.) Use the directions below for this assignment: Make sure you have read the monograph in its entirety. Then you will create a soundtrack for your chosen monograph by the following method: –List each title of the song and artist.Next step:

1-DESCRIBES the monograph and sets it in historical context;  Summary: This should be a concise summary of the content of the book including why the writing is significant given the particular time period and the dominant mode of thinking in that setting.

2-ANALYZES some aspect of the monograph from a historical point of view (see below for ideas);

Include your opinion of the content in the book. Give what you believe to be the major strengths and weaknesses of the ideas presented. Provide support for opinions and reactions by using concepts discussed in class and in the text (at least 4). Be sure to provide complete definitions of concepts used and provide a clear statement of how the concept applies to the issue at hand

Next, analyze the songs with the monograph, in the following manner:

  • Title of the song and artist.
  • Summarize the scene from the book where you would use the song (2-3 sentences).
  • Discuss why you chose this song for the specific scene you summarize. Here, talk about what aspects of the song (music, lyrics, tone, etc) correspond to the passage you summarize (3-4 sentences).

Make sure you cite the pages from the text in the summary and or the discussion. You must have five songs and five passages.

Footnote for music lyrics:

Composer. Title of Recording. Performer/Ensemble. Conductor. Label Label number, date, format.

Example: use as a guide for your assignmentPreview the document

Make sure you put a heading and title on your paper, when I state create a mixtape, you will be choosing five relevant songs related to what you have read in the monograph and discuss with citations.

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holocaust

September 9, 2025/in General Questions /by Besttutor

1. What were the four stated goals of Operation Reinhard and how were these implemented?

2. How did Treblinka, Sobibor, and Belzec differ from other concentration camps built earlier?

3. How did the Nazi party maintain secrecy regarding the Final Solution?

4. Why was the Madagascar Plan not used?

5. Why were some individuals, including WWI veterans, to be spared the Final Solution?

Critical Thinking Questions

1. What factors led to the creation and implementation of Operation Reinhard?

2. How did the residents of the ghettos respond to mass deportations and what occurred when the residents realized what happened to those deported?

3. What did Rudolf Hoess’s testimony at the end of the war suggest about the Final Solution and planned deportation and resettlement?

4. How did Operation Reinhard differ from earlier Nazi actions and how was it similar?

5. Was resettlement seriously considered and why was it not used?

Anne Frank <- your first lab link
Explore the Anne Frank website, including Anne Frank’s life and timeline and the Secret Annex. Read portions from Anne Frank’s diary and watch the various videos.

1. Write a brief biography for Anne Frank in about two-three paragraphs.

2. What happens to the families once they are arrested?

3. What was life like for the families during the years that they lived in the annex. Why did they choose to go into hiding here?

4. We know Anne Frank from her diary. Imagine that you are hiding with Anne and her family. Write a diary entry for one day hiding in the annex. For example, you might describe the day that you go into hiding, an “ordinary” day during the two years of hiding, or the day of discovery. Write at least three paragraphs in your diary entry.

Propaganda 1933-1939 <- your second lab link
Propaganda 1939-1945 <- your third lab link
Examine some of the Nazi propaganda posters on these pages and answer the following questions:

1. How do the posters from the earlier period (1933-1939) compare to those in the later period (1939-1945)?

2. Choose one poster that you think is a good example of propaganda.

3. What are three themes that are used in the posters? Describe how these themes/topics/etc. are used.

4. Why do you think Germany used propaganda posters like the ones on these two pages?

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Paper 1

September 9, 2025/in General Questions /by Besttutor

Today we use the term “Native American” to refer to the indigenous peoples of the American continents. In an of itself the name denotes their essential “Americanness.”  But of course, this was contested in earlier centuries.  Who or what is an “American?” and what was the status of Native Americans in the early Republic?  Your first  paper assignment in this course is to compare two documents written to or about Native Americans by early American presidents (in both cases the Cherokee).  In this paper you will use the documents to analyze how the term “American” was being defined by the authors and argue how and why the status of Native Americans changed between 1796 and 1835.   What does “American mean according to the author and what are the implications of that answer? Also address the question of what the author’s motivation for writing this was.

  • Document 9: George Washington, Letter to the Cherokee (1796)
  • Document 10a: Cherokee Appeal (1830)
  • Document 10b: Jackson, Seventh Annual Address to Congress (1835)

In your introduction you should introduce your topic and then provide an analytical thesis which directly answer the question above. Note that a thesis is the answer the the question(s) you pose not the questions themselves.  Please refer to  the page in the Getting Started Module Reading and Writing Help for advice on how to set up a paper and stupid mistakes to avoid (like using the present tense, using the first person, or not having a thesis but rather a vague generalization). It will also guide you to understanding the difference between analysis and summary.  You are NOT summarizing the documents.  You are analyzing how they are in dialogue and formulating an argument about what this tells us about the status of Native Americans in the early republic.  You are also not writing a history of the period or of Native Americans in general. You can assume that your reader, me, knows the general historical background and figures.  Do not waste space giving me factual background unless it directly answers one of your WHY questions.  Stick to grappling with the documents. This mean that in order to be successful you need to engage directly with the document:  quote them, analyze what the quotes mean, and use quotes to support what your argument about what they were arguing and why.

You should have at least 3 body paragraphs supporting two or three different aspects of your thesis.  Each paragraph should have it’s own point and internal cohesion. So for example, one paragraph could be on how the author defined American with direct examples from the text. Another paragraph could be on why the author wrote this and who was his audience was.  You should also definitely have a paragraph where you are arguing how and why the status of Native Americans changed in this period.  A final body paragraph on the implications is another possibility.  But remember, it should already be stated in your thesis/introduction what you’re arguing.  The body paragraphs serve to support it.

Your final paragraph should be a conclusion.  No new material should be presented in a conclusion. Conclusions are to conclude. Sum up your argument and bring the paper to a close.

Write in a clear and professional manner.  Do not use the first person, do not give me your opinion, do not write that something is “unfair” (that’s your opinion).  Analyze what Washington and Jackson argued.   Not even Takaki or the textbook.  This is a document analysis.  You are a historian using a historical document to make an argument about the status of Native Americans in 1798 or 1830.

You should cite your quotes by putting the author’s name and the page number.  Example: (Washington, 2). You do not need to provide bibliography unless you use outside sources.  Note on outside sources: Don’t do it.  I beg you.  Just use the materials from this class and focus on the documents.  To those of you who insist on looking things up and using outside secondary sources–be VERY careful.  Even if you cite those sources honestly the danger is that you won’t analyze the document for yourself and rather report some other scholar’s interpretation–which will get you no higher than a C.  In addition, the risk of unintentionally plagiarizing someone else’s analysis of this speech is much bigger–and I hate busting people for plagiarism.  Analysis can be intimidating, but it’s better to just force yourself to do. If you look at what other people wrote about these documents you’re not analyzing what they mean. You’re summarizing what someone else said.

Your paper should be about 3-4 pages, 1 inch margins, 12 point standard font (such as Time New Roman).  The first line of each paragraph should be indented and the paper should be aligned to the left or justified.  Upload a word of pdf file to Canvas. NO GOOGLE DOCS OR CLOUDS OF ANY SORT.

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Read and answer the question

September 9, 2025/in General Questions /by Besttutor

Quiz euthyphro

1) What main questions governs the discussion between Socrates and Euthyphro?

2) State Euthyphro’s five successive responses to this pair of questions.

3) Describe what happens to each of these responses in the discussion.

4) State five general propositions about human religious activity, or the gods, which Socrates and Euthyphro appear to accept in the course of their discussion.

5) What general propositions about piety and impiety (i.e. propositions which could also be asserted of justice and injustice, beauty and ugliness, and the other “forms”) do Socrates and Euthyphro agree upon? (You should be able to identify at least five.)

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History Document Paper

September 9, 2025/in General Questions /by Besttutor

History 110B

Sect. 07 (8:30 am), 10 (2:30 pm), and 30 (4 pm)

Cal. State Fullerton

Dr. J.B. Thompson

Spring 2017

 

DOCUMENTS PAPER

 

Overview : The documents paper, which is the second longer-format assignment of this course, gives us opportunities to work with the building blocks that form history. By definition, primary sources are written documents and non-written objects created by persons living years ago, which can be used in order to reconstruct the past. Such items allow today’s readers and viewers to connect with the ideas, points of view, lifestyles and material conditions of earlier generations. Carefully utilized, primary sources ultimately give users clearer insights into human nature, the practices we do and the objects we use today. By noting differences and similarities, primary sources can help us to build an appreciation of diversity and to understand ourselves and our world better in the present time.

 

Assignment goals : This assignment, weighted as 30% of your course grade, will look carefully at the primary document, a source written by a person of an earlier generation and originally intended (usually) for use by a contemporary.

This paper has the following objectives in mind:

 

· To unearth lifestyles and worldviews of people from the past, as seen in primary sources.

· To gain skills that can help us to explore documents for history courses.

· To see how a study of the past can help us to better understand ourselves today.

 

You will summarize a few aspects that you believe to be important from select documents. Furthermore, your analysis will involve comparing and contrasting selected aspects of these sources, as well as stating your overall personal opinion about these sources.

 

Instructions : Except for chapters 10 and 11 (which cover content solely or largely relevant to Hist. 110A), select any ONE other chapter (12-21) from Pollard, Concise Edition, Vol. 2, then prepare to cover some of the documents SOLELY from that chapter. (Because content in each chapter is grouped thematically, you will NOT be allowed to select documents from more than one chapter. Furthermore, extra credit is not available for this assignment.) After selecting a chapter, pick ANY THREE written primary sources from that chapter. All of the source material will be located at the end of your selected chapter. Written sources will be grouped under the heading, “Competing Perspectives.”

There are a few things you should do before examining the written sources. You will need to know what to look/read for in order to best tackle the written sources. First, read the introduction to each of the documents you selected. Written by Pollard and her co-authors, the document introduction will furnish much information: authorship, purpose of the document, societal conditions during the time the document was created, and more. Next, take a look at the criteria in “Handling primary documents,” at the end of this prompt.

Once you’ve prepped, plunge into the documents. In examining the sources the first time, keep your eyes open to anything that fascinates you. As this is different for each person, I will not give you a hard and fast rule about what is “fascinating.” What you SHOULD do is to jot down anything that YOU find to be important. The goal here is to select at least three items from each of your chosen written documents, nine points total that catch your eye and you believe to be important. (This is the same process as for the God’s Bits of Wood paper.) You may select up to five items you find to be noteworthy from each of the documents, but definitely no more than that. Please note: Since you are reading in order to discuss what interests you, NOT Pollard, you may ignore the “Questions for analysis” in the written sources section of Pollard.

You may need to examine each piece about three times. The first time, read it quickly for general impressions. Don’t be alarmed or frustrated by passages that you might find to be challenging to understand or by unfamiliar terminology. After the first run through, jot down any questions you may have about the piece. During the second reading, look for content that is clearer and more familiar. This could include a person’s livelihood, material possessions, religious or philosophical beliefs, ways of handling the natural environment, forms of conflict resolution, or anything else to which you can relate in some way. Be sure, as well, to look for terminology that is spelled similarly to words in present-day use. The third reading will involve digging deeper, trying to make sense of what’s not so clear and not as familiar. Use the third reading to answer any questions you raised at first about the piece.

Paper organization: Following an introduction of a few paragraphs, which will preview for the reader the content that you will cover, the completed assignment will consist of the following two sections: (1.) Summation of key aspects of your written sources, and (2.) Analysis of the written sources, followed by your personal views of this assignment. By analysis, I mean that you should compare and contrast the documents with one another. After this more traditional analysis, finish your paper with your overall thoughts on your experiences with the sources that you selected. For stylistic reasons and due to the nature of this assignment, you are encouraged to write with self-references (“I,” “we,” or “us”) throughout. Be sure to experiment to find the balance of summation and analysis that works best for you.

Here are the technical requirements for this assignment. Your paper should be (on average) about five pages long of text (notations lengthen the paper by one or two pages.), double-spaced, with twelve-point font and one-inch margins. Be sure to paginate (number each page), and write both the class designation and the section number on the front page (History 110B, and your section number). An optional title page will not be included in the total number of pages. (A five page paper is not a title page and four pages of content, for instance.) To indicate a new section, the title of a section should appear above the beginning of that section. Avoid large amounts of blank space between sections, as this is bad formatting! As with the God’s Bits of Wood term paper, endnotes are REQUIRED. (A bibliography is optional.) I am somewhat flexible as to the exact page count. But avoid extremes. It’s unlikely you will be able to do your best work if the prose in the final paper is under 4.5 pages in length. A paper that is less than four long pages will be too brief, but one of thirteen or more will need to be trimmed. Please contact me before the very last minute if you face any problems regarding this assignment.

Regarding endnotes: You will notice that Pollard has reproduced primary documents that were included in the books of other scholars. In order to streamline your endnotes for the Journal assignment, you will take a simpler, but style-book correct, way. At the beginning of the summation section of your paper, you will identify each of the primary sources that you used. You could write something like this: “In this section, I will be summarizing a few key points from Okuna, Fifty Years of New Japan and Charles Darwin, On the Origin of Species.” By doing this, you are furnishing very clear identification of the sources you’re using, ones that were reproduced in Pollard, vol. 2. Identifying each source at the very beginning of the summation section, you will not be compelled to write complicated endnotes. (Important: this identification at the beginning of the summation section does NOT replace endnotes!)

Once you do this, you are now ready to include the endnotes in your paper. For the purposes of this assignment, your endnotes will take the form of one author and one book (the same format as for the God’s Bits of Wood paper). The first note must be written in the long-format citation and second and subsequent ones done in short-format citation.

 

Long-format: Elizabeth Pollard and others, Worlds Together Worlds Apart, Concise Edition, Vol. 2 (New York and London: W.W. Norton, 2015), __. [Underscored is where the page number goes.

 

Short-format: Pollard, Worlds Together, Vol. 2, __. [The volume number is essential. Vol. 1 is for 110A courses.]

 

For more information, please refer to “Endnote formatting 110B sections S17,” found in the Course Guides folder.

 

Due date : Please turn in your paper NO LATER THAN Tuesday, April 18 by 6 p.m. Late penalties apply after this.

 

HANDLING PRIMARY SOURCES:

 

There are several things to keep in mind (but not to write about) when examining and assessing a primary source. Pay the closest attention to the ones explained here in depth.

 

Types of source :

 

· A law, constitution, pamphlet, treaty, city council proceedings (all for political history).

· Court transcript, judicial ruling, police report, parole officer report (all for legal history).

· Map, soldier diary, strategic and tactical plans, training manual, weaponry, uniform (all for military history).

· Business ledger, contract, tax filing, will, foreclosure records, patent applications, placards (all for economic history).

· Lyrics [especially from protest songs], laws, college catalogues [for curriculum and types of students], biographies, letters, contemporary new reports [from television, radio or newspapers], pamphlets, posters (all for social history).

· Novel, dance, music, visual art, costume, religious tract, oral traditions, key religious work, training manual for new converts (all for cultural history).

· Human/animal remains; building ruins; slag; tools/weapons; pottery (archaeology)

· Any of the above (for environmental history)

 

Determine the category of history to which the source is relevant. Political (constitutional, legal, diplomatic, electoral, criminal-judicial); military; economic (agricultural, trade, fiscal, transportation, labor, manufacturing); technological; social (migration, gender, ethnicity, LGBT); cultural (artistic, religious); environmental. Much of the time, a source will have relevance to at least two types of history.

 

Other factors: authorship of source; bias/perspective; purpose for which the source was created; credibility of the source.

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question and question from video

September 9, 2025/in General Questions /by Besttutor

video-http://www.nytimes.com/video/us/100000003841604/blacktwitter-after-ferguson.html

 

1.

How did technology(video) and social media (twitter, Instagram tumbler, Facebook) help to enable the black lives matter movement?

2. How did the three people highlighted become activists?

 

3. What does Zellie Imani mean when he says we don’t rely on the mass media. we rely on ourselves

 

4. what did u learn from the video?

 

other question : What role is social media playing in the growing divide between police and African Americans?

2.Do you agree with colin kaepernick refusal to stand for the playing of the Nathen anthem? Explain why or why not?

 

3. After a season of high-profile protesting, san francisco 49ers quarterback colin Kaepernic has revealed that he did not voted in the 2016 presidential election. In your opinion , does his refusal to vote make him a hyprocrite? Explain Why or why not.

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History

September 9, 2025/in General Questions /by Besttutor

In Week 8, you read about Cultural Imperatives, Empires Past, Present and Future. What is Richard D.Lewis assessment on the areas he discusses? Your answer is to be 300 words in length. Please make sure to cite sources.

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September 9, 2025/in General Questions /by Besttutor

The Douglas Treaties, 1850-54

Lekwungen settlements around Victoria

“I was born a member of the Songhees tribe, who then lived in small bands along the waterfront from Beacon Hill to Cadboro Bay and Cordova Bay. The tribe also had a central camp site on Mud Bay in Victoria Harbor, where now stands the Empress Hotel and the Union Club.”

“I forget how long it took to build the fort and the other structures, but Douglas went away for a while. I am not sure whether it was at his first visit that he arranged for the withdrawal of the Songhees to the other side of Victoria Harbor, but I think not. At the time I was resident at Brentwood with the Saanich Indians. I do well remember hearing that Douglas called a meeting of the four sub-chiefs of the Songhees, heads of the groups living at Clover Point, at Cadboro Bay, at Cordova Bay and at Mud Bay. I remember the sense of wealth shared by the Mud Bay group when, after they had agreed to abandon Mud Bay and remove to the old Songhees reserve on the Inner Harbor, Douglas gave the sub-chief a bale of fifty blankets for distribution among the families of the group. He also gave the other groups presents for waiving their rights of assembly at Mud Bay.

A few years later, when the gold rush was on, practically all the colonies of Songhees removed to the Inner Harbor reserve, to share in the wealth to be earned by transporting the miners and their supplies to the Fraser River fields.”

(Source: Chief David Latasse in the Victoria Daily Times, 1934)

Sample treaty negotiated by James Douglas:

Swengwhung Tribe – Victoria Peninsula, South of Colquitz

Know all men, we the chiefs and people of the family of Swengwhung, who have singed our names and made our marks to this deed on the thirtieth day of April, one thousand eight hundred and fifty, do consent to surrender, entirely and for ever, to James Douglas, the agent of the Hudson’s Bay Company in Vancouver Island, that is to say, for the Governor, Deputy Governor, and Committee of the same, the whole of the lands situate and lying between the Island of the Dead, in the Arm or Inlet of Camosun, where the Kosampson lands terminate, extending east to the Fountain Ridge, and following it to its termination on the Straits of De Fuca, in the Bay immediately east of Clover Point, including all the country between that line and the Inlet of Camosun.

The condition of or understanding of this sale is this, that our village sites and enclosed fields are to be kept for our own use, for the use of our children, and for those who may follow after us; and the land shall be properly surveyed hereafter. It is understood, however, that the land itself, with these small exceptions, becomes the entire property of the white people for ever; it is also understood that we are at liberty to hunt over the unoccupied lands, and to carry on our fisheries as formerly.

We have received, as payment, Seventy-five pounds sterling.

In token whereof, we have signed our names and made our marks, at Fort Victoria, on the thirtieth day of April, one thousand eight hundred and fifty.

(Signed) SNAW-NUCK his X mark,

and 29 others.

Done before us,

(Signed) ALFRED ROBSON BENSON, M.R.C.S.L.

JOSEPH WILLIAM McKAY.

From Papers Connected with the Indian Land Question, 1850-1875 (Victoria: Richard Wolfenden, 1875), 6.

James Douglas describes purchasing land:

· “summoned to a conference, the chiefs and influential men of the Songhees Tribe, which inhabits and claims the District of Victoria, from Gordon Head on Arro [Haro] Strait to Point Albert on the Strait of [Juan] De Fuca as their own particular heritage. After considerable discussion it was arranged that the whole of their lands… should be sold to the Company, with the exception of Village sites and enclosed fields, for a certain remuneration, to be paid at once to each member of the Tribe.”

Douglas then

“informed the natives that they would not be disturbed in the possession of their Village sites and enclosed fields… and that they were at liberty to hunt over the unoccupied lands, and to carry on their fisheries with the same freedom as when they were the sole occupants of the country.”

(Source: James Douglas May 1852 in Keddie, Songhees Pictorial, 48-49)

Purchasing land for a sawmill company:

James Douglas to HBC, 18 March 1852

· “The Steam Saw Mill Company having selected… the section of land marked on the accompanying map north of Mount Douglas, which being within the limits of the Sanitch Country, those Indians came forward with a demand for payment, and finding it impossible, to discover among the numerous claimants, the real owners of the land in question… I thought it advisable to purchase the whole of the Sanitch Country, as a measure that would save much future trouble and expense.”

(Keddie, Songhees Pictorial, 49)

Negotiating the treaties: Did the two parties understand each other?

· “It is clear that Douglas and the Native groups whose lands he assumed he had purchased faced linguistic and cultural problems of translation that must have made it virtually impossible for the one to understand the intentions of the other or to hold remotely equivalent views of what had transpired.”

(Source: Cole Harris, Making Native Space, 25)

· “When Douglas set about his work, he had no written text. So he formalized the first nine transactions simply by attaching a paper with ‘X’s’ made by the chiefs to a blank sheet, intending to fill in the terms when he received them from Barclay. This may seem outrageous, but it is unlikely that prior possession of the written terms would have made the process any more intelligible. The Indians could not read English, nor could the HBC people speak or understand any of the Coast Salish and Wakashan languages.

The oral tradition of the Saanich people who signed two of Douglas’s sheets of paper is that, whatever may have been said or written a the time they believed that the document was a peace treaty. There had been trouble over logging and over the shooting of a young Indian lad, and when Douglas produced piles of blankets and asked them to put ‘X’s’ on a piece of paper, they thought they were being asked, under the sign of the Christian cross, to accept compensation for not making war. Whatever the different perceptions, it seems tolerably clear that the Saanich people could not have understood the significance of their actions in English law, although they were certainly aware that the newcomers wanted to stay and to share their land and resources.”

(Source: Hamar Foster, “Letting Go the Bone,” 41).

· “I think it was at a time when our people were “barely” understanding English. You know, there was trade language that happened to be taking place – between our people and the white people, they talked Chinook.

And, some of our people knew it and some people didn’t.”

(Source: Saanich elder John Elliott Sr. in Knighton, “The Oral History of the 1852 Saanich Douglas Treaty.”)

· “The arrangements entered into… respecting their claims… were made [by] the Home Government. During Governor Blanshard’s incumbency Mr Douglas was Land Agent for the Crown Lands of Vancouver Island. The then secretary for the colonies sent to Douglas… instructions as to how he should deal with the so called Indian Title… Douglas was very cautious in all his proceedings. The day before the meeting with the Indians. He sent for me and handed me the document [the legal wording of the treaties] telling me to study it carefully and to commit as much of it to memory as possible in order that I might check the Interpreter Thomas should he fail to explain properly to the Indians the substance of Mr Douglas’ address to them.”

(Source: Joseph MacKay in Keddie, Songhees Pictorial, 49. MacKay was a Hudson’s Bay Company trader, and a treaty witness.)

· “The four Bundles of Blanket was merely for peace purposes… The Indians fully understood what was said As it was Interpreted by Mr McKay, who spoke the Saanich language very well… Mr McKay, … saying these blankets is not to buy your lands, but to shake hands… in good Harmoney and good tumtums (heart). When I got enough of your timber I shall leave the place… When James Douglas knew he had enough of our timber he left the place.”

(Source: Saanich chiefs and councilors to provincial government, 4 April 1932. In

Keddie, Songhees Pictorial, 49)

Not asked to give up their lands

“In the years around 1850 the Indians considered that there was lots of land and had no thought of or fear of extensive settlement by white men. The whites were welcomed, they provided a fine market for the large amount of fur which the tribesmen annually collected. The trade goods the whites gave in return for the furs were highly regarded. The whites at that time also had no idea of asking the Indians to give up their lands. Areas proposed to be used by whites were limited and the gifts of blankets and trade goods were nominal annual dues…”

(Source: Chief David Latasse in the Victoria Daily Times, 1934)

Was it an authentic treaty?

“I say truly that I have no knowledge of payments of money, as mentioned in papers supposed to have been signed by Chief Hotutston and Whutsaymullet and their sub-chiefs. I know of no act of signing such papers and believe that no such signatures were in fact made by those tribesmen. There was no payment in goods, instead of money. If there had been, custom would have required immediate public distribution of the trade goods to the tribesmen and the women folk. Then all members of each sub-tribe would have known of the payment and the reason why it had been made by the white men.”

(Source: Chief David Latasse in the Victoria Daily Times, 1934)

What was the purpose of the treaties: Peace agreement, land rental, or land purchase?

Avoiding war:

· “There [were] two instances. One of them was, that there was a messenger, a Saanich runner, sent with a message and he was running, and James Douglas’ man shot that boy, fourteen years old.

And the other instance was that there was some trees taken off Cordova Bay, and I was told that these trees were especially suitable for masts – sailboat masts. And the people on the inside of the bay, that’s in Brentwood Bay, now known as Brentwood Bay, they decided to stop them.

So they had several, several canoes and several men left there in a battle dress. They were going to then – they were going to do what they had to do to stop Douglas’ men from taking those trees. They did arrive there and they sat – the canoes were facing the shore, and they called for someone that would come down who was able to communicate. Whatever was said, I never heard all of that, only that Douglas’ men packed up and left.”

(Gabriel Bartleman in Janice Knighton, “The Oral History of the 1852 Saanich Douglas Treaty.”)

· “They [James Douglas’ people] wanted to make peace with the Saanich people. And so, that was the understanding that our people had; that it was a gathering to talk about peace, because we had been quite a threat to them.

And because of that young boy, Saanich boy. And because of the ones that they were taking away, there was tall trees there, tall, tall trees for mast poles. I guess they were shipping them away for sailing those days, their sail boats from England. They were shipping them away, and so that’s how our people came to this gathering where they were making “X’s” on the paper.”

(John Elliott Sr. in Janice Knighton, “The Oral History of the 1852 Saanich Douglas Treaty.”)

· “There was some blankets and I believe some metal it was called – the money was called metal then, and to make a cross on a piece of paper, on a blank piece of paper, native people thought this was the sign of the [Christian] cross, and his good feelings. So they pardoned him for that, they wanted to forget that. That’s what I understood.

Douglas’ word was before that, but what they were thinking then was that it was a peace offering for the damage that he had done.”

(Gabriel Bartleman in Janice Knighton, “The Oral History of the 1852 Saanich Douglas Treaty.”)

A rental agreement

“More than eighty years ago I saw James Douglas, at the place now called Beacon Hill, stand before the assembled chiefs of the Saanich Indians with uplifted hand… I heard him give his personal word that, if we agreed to let the white man use parts of our land to grow food, all would be to the satisfaction of the Indian peoples. Blankets and trade were to be paid. We, knowing a crop grows each year, looked for gifts each year, what is now called rent. Our chiefs then sold no part of Saanich.”

(Chief David Latasse interviewed by Frank Pagett, “105 Years in Victoria and Saanich!” Victoria Daily Times, 4 July 1934, Magazine Section, p. 1 and 8)

“It is in this matter that the Indians claim they have been unjustly treated. When Douglas met with Chief Hotutston in 1852, and discussed with him and his sub-chiefs the allotment of lands to the Hudson’s Bay Company, it was arranged that lands not needed by the natives might be occupied by the whites. The Indians were to have reserved to their use some choice camping sites, were to have hunting rights everywhere and fishing privileges in all waters, with certain water areas exclusively reserved to the use of the tribes.

In return for the use of meadow lands and open prairie tracts of Saanich, the white people would pay to the tribal chieftains a fee in blankets and goods. That was understood by us all to be payable each year. It was so explained to us by Joseph MacKay, the interpreter for Governor Douglas. The governor himself solemnly assured us that all asked to be ratified would be entirely to the satisfaction of the Indians. He also stated that the only object of the writing was to assure the Hudson’s Bay Company peaceful and continued use of land tracts suitable for cultivation. That was accompanied by [a] gift of a few blankets. We all understood that similar gifts would be made each year, what is now called rent.”

(Source: Latasse, Victoria Daily Times, 1934)

Events leading up to the North Saanich Treaty – resource conflicts and murder

“There are many, many things that have brought us to where we are – broken promises, discrimination, legislation.

Just take the Saanich Peninsula, the Saanich Peninsula was the homeland of the Saanich People for who knows how long. When James Douglas moved himself and his people into Victoria Harbour he moved right in with the Songhees people, the LEQENEN. He made that the headquarters of the Hudson Bay Company. Then after some time they began to claim the land, they began to exploit the land.

One of the things they were doing was logging this beautiful stand of timber in the Cadboro Bay area. This timber was tall and slim going straight up, no limbs ‘til almost way up to the top, maybe sixty, seventy, eighty, one hundred feet up. A beautiful stand of timber in great demand for ships’ masts. This is why they were there. Of course you know all shipping those days was by sail.

(70)

This is why masts were in such demand. They were taking them away by the shipload for the purpose of using them for masts.

I don’t know how long they had been cutting this timber when our people became aware of it. Actually it wasn’t in our territory, it was the Songhees territory but the Songhees weren’t doing anything about it.

Our people got together and they said, “What are we going to do about these people falling those beautiful trees? Are we just going to sit here and just let them do it?” So they talked back and forth and said, “No, we can’t just let it go, we have to say something.” So they decided to do something about it.

At that time they always had fighting men, warriors ready to go out at any time. It was still part of the way of life, because we had to be on guard for the northern raiders. We had an army ready at all times.

They loaded up four big canoes with warriors, with their fighting equipment and battle dress, painted faces and they paddled around the Peninsula and right to where those people were working. When they reached the place, they went in and stood offshore and lined up side by side. There was somebody walking around there, close to the beach and they hailed him to come down.

This man came down and they said, “Tell your boss to take his men and his tools and go back to Victoria and cut no more trees.” This man took a look at these four canoes facing the beach, warriors, ready to fight, battle dress on and faces painted for war. He quickly hurried back up into the woods and told his boss to come down. When he took a look and saw what they were faced with, he told his men to gather up their tools and they went back to Victoria.

(71)

There was another incident besides that, that already made things not exactly in a state of peace. An Indian boy crossing Douglas’ property had been shot and killed. Douglas’ property was in the area of Mount Douglas. He had a farm there, and this boy was crossing through. For what reason they shot the boy, I don’t know.

We weren’t in a state of war, but almost. After these loggers left Cadboro Bay and went back to Victoria, our people just turned around and came home. That’s the way things stood when they got the message, or invitation to come into Victoria. Douglas invited all the head people into Victoria.

When they got there, all these piles of blankets plus other goods were on the ground. They told them these bundles of blankets were for them plus about $200 but it was in pounds and shillings.

They saw these bundles of blankets and goods and they were asked to put X’s on the paper. They asked each head man to put an X on the paper. Our people didn’t know what the X’s were for. Actually they didn’t call them X’s they called them crosses. So they talked back and forth from one to the other and wondered why they were being asked to put these crosses on these papers. One after another, they were asked to put crosses on the paper and they didn’t know what the paper said. What I imagined from looking at the document was that they must have gone to each man and asked them

(72)

their name and then they transcribed it in a very poor fashion and then asked them to make an X.

One man spoke up after they discussed it, and said, “I think James Douglas wanted to keep the peace.”

They were after all almost in a state of war, a boy had been shot. Also we stopped them from cutting timber and sent them back to Victoria and told them to cut no more timber.

“I think these are peace offerings. I think Douglas means to keep the peace. I think these are the sign of the cross.”

He made the sign of the cross. The missionaries must have already been around by then, because they knew about the ‘sign of the cross’! “This means Douglas is sincere.”

They thought it was just a sign of sincerity and honesty. This was the sign of their God. It was the highest order of honesty. It wasn’t much later they found out actually they were signing their land away by putting those crosses out there. They didn’t know what it said on that paper.

I think if you take a look at the document yourself, you will find out, you can judge for yourself. Look at the X’s yourself and you’ll see they’re all alike, probably written by the same hand. They actually didn’t know those were their names and many of those names are not even accurate. They are not even known to Saanich People. Our people were

(73)

hardly able to talk English at that time and who could understand out language?

(Source: Dave Elliott, Saltwater People, 69-73)

Conflict over logging and compensation

“For some time after the whites commenced building their settlement they ferried their supplies ashore. Then they desired to build a dock, where ships could be tied up close to shore. Explorers found suitable timbers could be obtained at Cordova Bay, and a gang of whites, Frenchmen and Kanakas [Hawaiians] were sent there to cut piles. The first thing they did was set a fire which nearly got out of hand, making such smoke as to attract attention of the Indians for forty miles around.

Chief Hotutstun of Salt Spring sent messengers to chief Whutsaymullet of the Saanich tribes, telling him that the white men were destroying his heritage and would frighten away fur and game animals. They met and jointly manned two big canoes and came down the coast to see what damage was being done and to demand pay from Douglas. Hututstun was interested by the prospect of sharing in any gifts made to Whutsaymullet but also, indirectly, as the Chief Paramount of all the Indians of Saanich.

… As the two canoes rounded the point and paddled into Cordova Bay they were seen by camp cooks of the logging party, who became panic stricken. Rushing into the woods they yelled the alarm of Indians on the warpath. Every Frenchman and Kanaka dropped his tool and took to his heels, fleeing through the woods to Victoria. As they ran they spread the cry that the Indians were on the warpath.

Douglas hastened to meet the two chieftains and found that the party, with scarcely a weapon other than a few fish spears, were camping in harmony with the white members of the logging detachment. All that was asked was pay for trees cut and damage wrought, which Douglas promptly agreed was right and proper. He ordered two bales of blankets brought from the fort and gave each chief one of them. There was no suggestion that the compensation was for anything other than the timber, no suggestion of title to any land was involved in that matter. That fact is important in view of claims made later, that other big talks for use of land, in which similar small payments of goods and trade were made to Indians to pay for title to land given by the Indian chieftains.”

(Source: Chief David Latasse in the Victoria Daily Times, 1934)

“The only Knowledge we Know was in regards to a dispute… at the time of James Douglas – that there was a settlement of that dispute (in regards to timber matter) that James Douglas gave four bundles of Blankets, one bundle to Tseycum, one bundle to Tsartlip, 2 bundles to Tseaut… It was not to sell land or surrender any Territory rights.”

(Source: Chief David Latasse of the Tsartlip Reserve to the provincial government, 4 April 1932. Keddie, Songhees Pictorial, 49)

Fair value?

“Today, why should the white people treat us so? We never fought them, yet they took away our property. This land is ours… Never, never did the Indians sign away title to their land just for a few blankets.”

(Source: Chief David Latasse in the Victoria Daily Times, 1934)

What were the terms, and what was agreed to?

“They took them up to that mountain up there,

The one where they call it Mount Douglas today,

It’s one of the highest mountains in that area. We call it P’kols.

And, pointed outward where our people could roam freely and not be bothered. And, I think that’s what he was pointing out. And my understanding is, is that was the first reserve. That’s my understanding of it. I could be wrong, but I think that’s what our people understood. That he was pointing out the borders of where we were free to roam and hunt, and fish.”

(John Elliott Sr. in Janice Knighton, “The Oral History of the 1852 Saanich Douglas Treaty.”)

Fenced fields and treaty promises

The James Douglas Treaty was not the most honest treaty and they did not even live up to their own document. We were to keep our “enclosed fields and village sites”. The old people used to tell me that our real boundary went up to that long smoke stack in Brentwood Bay. We had a fence over Willis Point from there. That land was fenced. The fence is probably still there, at least parts of it are probably still there. I hunted along that fence many times.

The reason that point was fenced off was because Willis Point had beautiful springs in there all year round and when people used to go away fishing in the summer they would drive the horses and cattle up to the mouth of Tod Inlet and swim the animals across. The land was fences, and once the animals were inside that fence, they only needed the one fence from east to west right over the point. It’s not that many years ago.

Willis Point was where we used to keep our stock while we were away fishing. The animals could look after themselves, there was plenty of feed there and lots of water, and that’s why that place was fenced.

We knew it was our land, we never had any other thought but that it was our land. We used to go out into the islands that were in our territory and fish for sockeye, humpbacks and spring salmon. Our livestock could take care of themselves on Willis Point.

Well like so many things the way of life became gradually changed. We lost the land somehow.

One after the other – land, fishing rights, hunting rights were legislated away. Our fishing grounds in the San Juan Islands were lost to the State of Washington when the International Boundary was set up.

The treaty with James Douglas said we could hunt and fish as formerly. We can’t. It doesn’t live up to its promises.”

(Source: Dave Elliott, Saltwater People, 73)

The impact of settlers pre-empting land

“So it stayed that way, the people, you know, they hunted and fish, all, like in the winter time, all the way into wherever there was, they used to cure the hunt wherever they went. They hunted grouse or deer, wherever they walked, they carry guns with them and hunt, cause they had guns by then. So that’s the way it was.

Until, the people, this is getting into another subject, they thought the Indian

people had too much land. They had too much land and they wanted this, this area here because it was fertile soil for farming. And, so from there on, they, I understand that that’s where they went.

After Douglas went, they made this pre-emption agreement. Some kind of pre

emption law. It wasn’t even an agreement it was law, they said that they could take our lands away from us, and that’s when, I think, things went wrong for the Saanich People because they took the lands away that Douglas said we could have [retain] – from when he pointed from the different points of land from the top of that mountain.

That’s when the lands were taken away, because we were able to go between our

villages and hunt and camp. And the people from Tsawout, or East Saanich, on the east side of the peninsula they would walk over here – and we would walk over there.

When sometimes they would camp over there beside the creek that’s half ways, or

part ways between Tsawout and here, and they would stay and pick berries and camp, and eat trout. They’d camp along the creek or they’d camp up near the swamp area there and pick berries and get ducks for feathers and what not, and nobody bothered them – until that pre-emption thing came out.”

[Source: John Elliott Sr., a member of the Tsartlip Indian Band, was interviewed by Janice Rose Knighton, for her project “The Oral History of the 1852 Saanich Douglas Treaty: A Treaty for Peace” (Community Government Project Report, MA in Indigenous Studies, University of Victoria, 2004).]

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