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              <text>1885</text>
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              <text>Social Organizer and administrator; Philanthropist; Zionist Leader. &#13;
TITLES:&#13;
(Ottawa) Children’s Aid Society working with troubled youth; President of the Jewish War Orphans Committee of Canada, President of the Hebrew Benevolent Society; the Jewish Women’s League of Ottawa, the Women’s auxiliary of the Perly Home for Incurables and the city’s Girl Guides;  Vice-president of the Ottawa Branches of the Canadian National Institute for the Blind and of the Local Council of women; President of the Herzl Ladies’ Society in 1910; Led the Helping Hand Fund for Destitute Jewry in Palestine(1918); The Canadian chair of the Palestine Emergency fund (1929) and Dominion chairperson of the United Palestine Appeal (1934). (touring Canada) President of the Hadassah Organization of Canada (1919-1940). </text>
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              <text>She was one of 12 children and married to Archie Freiman n 1903 who also had a passion for Palestine and humanitarian work. Her father was the first one to have reside in Ottawa. Lillian developed the heart of a humanitarian in part because his parents opened their home for those less fortunate. She would channel her empathy towards impoverished Jewish immigrants. Golda Meir described her as a “symbol of what a proud Jewish woman should be.” She was well honoured in her death. In 1935, about her work for the cause of Palestine (much of which was done from Ottawa) said “Zionism for us must be not only a political movement…it should be our philosophy of life.” She was Jewish, a Zionist, but she helped people no matter their religious affiliations. Because her and her husband had such an impact in Israel, there are communities named after them.</text>
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              <text>Lillian is known as the “Poppy lady” because she helped raised funds for Canadian veterans after WWI, in 1921. She made the first Canadian poppies in her own home.&#13;
Canada, Parks. “Press Backgrounder: Lillian Bilsky Freiman (1885-1940).” Canada.ca. Government of Canada, October 9, 2018. https://www.canada.ca/en/parks-canada/news/2018/10/press-backgrounder-lillian-bilsky-freiman-1885-1940.html. &#13;
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              <text>Quebec Since 1800 (Carleton, HIST 3301A)</text>
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              <text>Eliane Guité</text>
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          <name>Portrait Credit</name>
          <description>Cite the source of the attached portrait, including title, creator, date, source, and any other credits such as permission, a Creative Commons or other license.</description>
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              <text>Image courtesy of Alex Dworkin Canadian Jewish Archives/ Archives juives canadiennes Alex Dworkin. Photographer: Paul Horsdal of Ottawa.</text>
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                <text>Bilsky, Lillian (Freiman)</text>
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                <text>Ottawa- 1898- 1940</text>
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                <text>Ottawa, Ontario, Canada. (Organizations listed in list of occupations.</text>
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                <text>There are many organizations of which Lillian was part of, or led. As a youth, she helped troubled youth and developed organizational skills that were useful for fund raising. She helped many soldiers and veterans and opened her home to them as well. She supplied sewing machines in her house so Jewish women could come and prepare clothing. This ended up growing in service to the Red Cross, and helping many children receive gifts at Christmas. Her main focus was in assisting Jews and those less fortunate: displaced orphans, Jewish immigrants and refugees, women , the unemployed. In her more focused work towards Zionism, after World War 1, she was a voice of inspiration for Israeli women in terms of reconstructing their ‘long-hope-for-Land’ in order to form a stronger nation. She toured Canada in order to promote a national Hadassah-WIZO organization and raise money, which was highly successful.</text>
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                <text>Shirley Berman, “BILSKY, LILLIAN (Freiman),” in Dictionary of Canadian Biography, vol. 16, University of Toronto/Université Laval, 2003–, accessed May 30, 2021, https://www.biographi.ca/en/bio/bilsky_lillian_16E.html.</text>
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              <text>alaberry-de-Valleyfield, Quebec, Canada</text>
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              <text>Roman Catholic Priest; Sulpician; educator; missionary; archbishop; cardinal. </text>
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              <text>Léger was a Roman Catholic Priest and Missionary who left Montreal for Asia on 17 September 1933. He and Charles Prévost were the first Sulpicians in Japan. His dedication to learning Japanese allowed him to become a known preacher. Ten months after his arrival, he became the curé for the local Cathedral. He left the post the next year for Aohori (Futtsu). The overall goal of the Sulpician mission in Fukuoka was to open a grand séminaire that required them to take over the existing petit séminaire. Léger found the task challenging and returned to Canada for a break from December 1935-October 1936. When he returned to Fukuoka, he directed his attention to training seminarians for ordainment. Unfortunately, his absence had aggravated the relationship between the Sulpicians and the local Bishop who wanted to turn the petit séminaire into a school instead of a grand séminaire. Ultimately, Léger left that struggle behind as he was recalled to Canada at the beginning of WWII. The colleagues he left behind were interned in 1941. The grand séminaire at Fukuoka was established in 1948. </text>
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              <text>Denise Robillard, “Paul-Émile Léger,” The Canadian Encyclopedia, 2008,  https://www.thecanadianencyclopedia.ca/en/article/paul-emile-leger. </text>
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              <text>Quebec Since 1800 (Carleton, HIST 3301A)</text>
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          <name>Student Cataloguer</name>
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              <text>Reilly Dwyer</text>
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              <text>Gilles Routhier, “LÉGER, PAUL-ÉMILE,” in Dictionary of Canadian Biography, vol. 22, University of Toronto/Université Laval, 2003–, accessed May 30, 2021, https://www.biographi.ca/en/bio/leger_paul_emile_22E.html. </text>
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                <text>Léger, Paul-Émile (Roman Catholic Priest and Missionary in Fukuoka, Japan).</text>
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                <text>1933-1939</text>
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                <text>Fukuoka, Japan</text>
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                <text>In Fukuoka, Léger acted as a Roman Catholic missionary from the Sulpician society. After mastering Japanese, he became a preacher and eventually the local Cathedral’s curé. His main goal, however, was to obtain control of the petit séminaire so it could be transformed into a grand séminaire (a goal that would not be achieved until several years after his departure). </text>
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              <elementText elementTextId="2969">
                <text>Gilles Routhier, “LÉGER, PAUL-ÉMILE,” in Dictionary of Canadian Biography, vol. 22, University of Toronto/Université Laval, 2003–, accessed May 30, 2021, https://www.biographi.ca/en/bio/leger_paul_emile_22E.html. </text>
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              <text>Rivière-Ouelle, Lower Canada</text>
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              <text>Arthur Bouchard was a Roman Catholic priest and missionary who traveled around and raise money for different missions.</text>
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              <text>Quebec Since 1800 (Carleton, HIST 3301A)</text>
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              <text>Peter Kouri</text>
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              <text>Courtesy of Bibliothèque et Archives Nationales du Québec / 52327/2069839</text>
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                <text>Bouchard, Arthur (artisan, Roman Catholic priest, and missionary, Verona, Italy)</text>
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                <text>L’Isle-Verte, Trois-Pistoles, Oblates of Mary Immaculate, Ottawa, Canada; Séminaire de Saint-Sulpice, Montreal, Canada; Cairo, Egypt; Khartoum, Sudan; Rome, Italy; Paris, France; Notre-Dame-de-Lourdes, Sainte-Julie, Saint-Pierre-Baptiste, Notre-Dame-de-la-Garde, Laurierville, Quebec, Canada; Saint-Étienne, Beaumont, Alberta, Canada; Trinidad, Republic of Trinidad and Tobago; Brussels, Belgium</text>
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                <text>As an artisan, Arthur Bouchard's duties extended to being a Tailor where he applied his trade for nearly 20 years in Ottawa and Montreal, Canada.&#13;
&#13;
In 1879, Arthur Bouchard was ordained to the priesthood. He then spent the next several years traveling around as a missionary attempting to raise money for many different missions across Africa, Europe, Asia, and North America.&#13;
&#13;
In his later years, Arthur Bouchard continued to travel around but as a Roman Catholic priest who was charged with the duty of an entire parish, appointed curate, and curé.&#13;
&#13;
Near the end of his life, Arthur Bouchard entered the noviciate of the Blessed Sacrament Fathers but was forced to leave due to his deteriorating health.</text>
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                <text>Honorius Provost, “BOUCHARD, ARTHUR,” in Dictionary of Canadian Biography, vol. 12, University of Toronto/Université Laval, 2003–, accessed May 28, 2021, https://www.biographi.ca/en/bio/bouchard_arthur_12E.html.</text>
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              <text>27 July 1954</text>
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              <text>Beaumont, Canada, N.B.</text>
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              <text>Music teach and bandmaster at Collège Saint-Joseph; composer; musician; priest; missionary; curator; author;</text>
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              <text>Classical program; in the Congregation of Holy Cross Fathers; composing and writing for Le Moniteur Acadien; Teacher at Collège Saint-Joseph; Strong nationalist feeling as Acadian; wrote many patriotic songs;</text>
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          <name>Bibliography</name>
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              <text>Chez les Anciens Acadiens: causeries du grand-père Antoine</text>
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          <name>Associated Course</name>
          <description>Select the course for which this item is created, if applicable.</description>
          <elementTextContainer>
            <elementText elementTextId="2925">
              <text>Quebec Since 1800 (Carleton, HIST 3301A)</text>
            </elementText>
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          <name>Student Cataloguer</name>
          <description>Enter your student name here if this item is part of a course activity.</description>
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              <text>Louis Lacroix</text>
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                <text>André-T Bourque</text>
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            <name>Date</name>
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                <text>1891-1896</text>
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                <text>Solepore, Bangladesh and Bengal, India for the Congregation of Holy Cross</text>
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                <text>https://biographi.ca/en/bio/bourque_andre_t_14E.html</text>
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              <text>1890</text>
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              <text>Gravenhurst, Canada</text>
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              <text>1939</text>
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              <text>Huangshikou, Hebei (People's Republic of China)</text>
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              <text>Henry Norman Bethune was born into a family with a history of working in medicine. He was also born into a family of Presbyterians. Although he continued his ancestors’ work in the medical field, he did not seem to embrace any religion. Many historians believe he was an atheist. Bethune eventually married a Scotswoman named Frances Eleanor Campbell Penney in 1920. They separated only 7 years after their marriage and 1 year after Bethune contracted tuberculosis. After surviving the divorce and the disease, Bethune continued to work hard in the medical field. He remarried his ex-wife in 1929 only to get divorced again in 1933 and continue to indulge in his work.</text>
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              <text>Hannant, Larry. The Politics of Passion : Norman Bethune’s Writing and Art. Toronto, Ontario: University of Toronto Press, 1998. https://ocul-crl.primo.exlibrisgroup.com/permalink/01OCUL_CRL/1gorbd6/alma991022611105605153&#13;
Russell, Hilary. “Norman Bethune.” The Canadian Encyclopedia. https://www.thecanadianencyclopedia.ca/en/article/norman-bethune#:~:text=7-,Henry%20Norman%20Bethune%2C%20surgeon%2C%20inventor%2C%20political%20activist%20(born,this%20on%20Sino%2DCanadian%20relations.</text>
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          <name>Associated Course</name>
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          <elementTextContainer>
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              <text>Quebec Since 1800 (Carleton, HIST 3301A)</text>
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          <name>Student Cataloguer</name>
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              <text>Sarah Quinn</text>
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                <text>Bethune, Henry Norman (medical adviser in Jingangku, China)</text>
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                <text>Jingangku, China (his original departure was supported by the China Aid Council)</text>
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                <text>Bethune worked for General Nie Rongzhen as a medical adviser in Jingangku, China in the year 1938 until early 1939. He worked to increase the number of surgical instruments and medicines in the area, as well as train the medical staff. He performed operations and helped the wounded while also inventing medical instruments. One of Bethune’s more well-known inventions was the “Marco Polo bridge” known in Chinese as the “lugou qiao.” This instrument was a wooden case that could easily transport drugs and supplies as well as help with setting up operating tables. In the later months of 1938, Bethune managed a five-week training program for medical staff. His work led to the opening of a permanent training hospital, which was destroyed by the Japanese around a month later. Bethune then shifted his focus to mobile medical units. He took his medical team to the front lines and created the following motto: “Go to the wounded! Don’t wait for the wounded to come to you!” Other than inventing instruments, helping the wounded, and training medical staff, Bethune also gathered volunteer blood donors to offset the lack of blood supplies.</text>
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                <text>Shenwen Li, “BETHUNE, HENRY NORMAN,” in Dictionary of Canadian Biography, vol. 16, University of Toronto/Université Laval, 2003–, accessed May 28, 2021, https://www.biographi.ca/en/bio/bethune_henry_norman_16E.html.</text>
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              <text>Seminar in African History "Battleground Africa: Cold War Burning Hot" (uOttawa HIS 4186)</text>
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                <text>RECIPRO Final Digital Project Evaluation Rubric (uOttawa, HIS 4186, Winter 2021)</text>
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            <name>Creator</name>
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                <text>Petrazzini, Inéz</text>
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            <description>An account of the resource</description>
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                <text>This evaluation rubric serves to evaluate the final digital humanities projects created by students in Nicolas Lépine’s fourth year seminar in African history, "Battleground Africa: Cold War Burning Hot" (HIS 4186A00, uOttawa, Winter 2021). Students participating in this assignment learned how to navigate and use Omeka as well as Knight Lab’s storytelling tools to create virtual exhibits relating to the Cold War in Africa for the RECIPRO website.</text>
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                <text>2021 Winter</text>
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            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
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              <elementText elementTextId="2882">
                <text>PDF, 1 page</text>
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            <name>Type</name>
            <description>The nature or genre of the resource</description>
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                <text>Lesson Plan</text>
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            <name>Language</name>
            <description>A language of the resource</description>
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                <text>English</text>
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            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
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                <text>Jurisdiction of University of Ottawa, Ottawa, Ontario, Canada</text>
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        <name>Seminar in African History, "Battleground Africa: Cold War Burning Hot" (uOttawa, HIS 4186)</name>
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              <text>Please consult the &lt;a href="https://omeka.uottawa.ca/recipro/items/show/344"&gt;RECIPRO Final Digital Project Evaluation Grid&lt;/a&gt;.</text>
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              <text>The objective of this learning activity is for students to become familiar with the digital humanities, and become proficient in using Omeka and digital tools such as Knight Lab's storytelling tools to create virtual exhibits and publish their academic research on the RECIPRO website.</text>
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          <name>Associated Course</name>
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            <elementText elementTextId="2879">
              <text>Seminar in African History "Battleground Africa: Cold War Burning Hot" (uOttawa HIS 4186)</text>
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                <text>This learning activity guide was created for the fourth year students in Nicolas Lépine's seminar in African history, "Battleground Africa: Cold War Burning Hot" (HIS 4186A00). The purpose of this guide is to provide students with the essential information regarding exhibit building on Omeka, creating and cataloguing Omeka items, and using other digital tools.</text>
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              <text>&lt;p&gt;&lt;strong&gt;Rubric&lt;/strong&gt;&lt;br /&gt;Entries should show that you have read the material, be meaningful, interesting, and follow the format indicated in the training for “Timeline JS”.&lt;/p&gt;&#13;
&lt;p&gt;&lt;strong&gt;Mark&lt;/strong&gt;&lt;br /&gt;5 points. Since this represents your first weekly activity and you are getting used to the system, anyone who makes a proper entry will receive full points.&lt;/p&gt;</text>
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              <text>This collaborative weekly activity (Goal 11) aims at surveying the history of humanitarian by taking store of the content of the readings of Module 1 (Goal 1), organizing them (Goal 7) and displaying them visually (Goal 8).  The goals are those listed on pp. 1 and 3 of the syllabus.</text>
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              <text>History of Humanitarian Aid (Carleton HIST 3111)</text>
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&lt;li&gt;By doing this in the same document as the whole class, students will practice &lt;strong&gt;good ways to work collaboratively&lt;/strong&gt;. (Goal 11)&lt;/li&gt;&#13;
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&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
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&lt;li&gt;background color of slides is meaningful (ex. used to create sections).&lt;/li&gt;&#13;
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&lt;li&gt;content is formatted for the web,&lt;/li&gt;&#13;
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&lt;ul&gt;&#13;
&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
&lt;li&gt;(inherent to the digital aspect of the project –were the fields filled according to instructions, including syntax?)&lt;/li&gt;&#13;
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&lt;ul&gt;&#13;
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&lt;ul&gt;&#13;
&lt;li&gt;Technical aspects:&#13;
&lt;ul&gt;&#13;
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&lt;li&gt;Is audio-visual support properly contextualized and credited?&lt;/li&gt;&#13;
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&lt;li&gt;Become familiar with tools for historical research, and the skills use them well, in particular Digital Humanities: “DH values collaboration, plurality, investigation of human culture, and the disruption of and reflection on traditional practices and is concerned with not just the use of digital technology for humanities projects but how the use of digital technology for humanities projects changes the user’s experience [1]”. (Goal 4)&lt;/li&gt;&#13;
&lt;li&gt;Acquire skills to solve historical problems including the analysis and interpretation of historical documents, and the ability to make distinctions in the face of complex questions, by using the scholarly views on environmentalism to make sense of the data collected by the other class. (Goal 5)&lt;/li&gt;&#13;
&lt;li&gt;Become more proficient in the of collaborative nature of knowledge and good ways to work collaboratively, by analyzing the items gathered by 80 first year students in Sociology. (Goal 11)&lt;/li&gt;&#13;
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[1]&amp;nbsp;&lt;a href="https://thatcamp.org/"&gt;THATCamp&lt;/a&gt;&amp;nbsp;LAC 2012 . This definition was arrived at collaboratively during the conference in a&amp;nbsp;&lt;a href="https://docs.google.com/document/d/129_260mbp6C6JaqmylmhMTXA1sv7YYQ0OLsAOAOoCJE/edit"&gt;"Glossary of the Digital Humanities"&lt;/a&gt;.</text>
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&lt;li&gt;Find the map of student’s ENGO entries on Recipro.&lt;/li&gt;&#13;
&lt;li&gt;Choose a region which has not been selected by another students by filling this Google sheet.&lt;/li&gt;&#13;
&lt;li&gt;Read at least 10 entries for this region (at best all of the entries of the region)&#13;
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&lt;li&gt;You will find the items by zooming in on the region&lt;/li&gt;&#13;
&lt;li&gt;If you would like to see the list of “items”, click HERE.&lt;/li&gt;&#13;
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&lt;/li&gt;&#13;
&lt;li&gt;List the name of the ENGOS in the template&lt;/li&gt;&#13;
&lt;li&gt;Write 150 words that draw generalizations about the ENGOS of the region. This might concern their chronology, the focus of their activity, the scope of their advocacy, etc.&lt;/li&gt;&#13;
&lt;li&gt;Write another 150 words where you make specific links with the readings for this week. Mention the reading in this way: (author, page).&lt;/li&gt;&#13;
&lt;li&gt;Use the Forum “Weekly Activity 11” to upload your filled template. This post will be visible all students in the class.&lt;/li&gt;&#13;
&lt;/ol&gt;&#13;
&lt;br /&gt;How to write the second post before the end of Tuesday April 6 (1 hour)&#13;
&lt;ol&gt;&#13;
&lt;li&gt;Read the first posts of the other students on other regions.&lt;/li&gt;&#13;
&lt;li&gt;Write 150 words on what makes your region similar to the others (parallels), and different (contrasts).&lt;/li&gt;&#13;
&lt;li&gt;Add this paragraph to the template you filled the previous week. Use the Use the Forum “Weekly Activity 11” to upload your updated template.&lt;/li&gt;&#13;
&lt;li&gt;Fill the consent block for public posting on Recipro under Creative Commons License.&lt;/li&gt;&#13;
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              <text>Arsenault, Joel</text>
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                <text>Memorial plaque on the unilateral declaration of independence Guinea-Bissau on 24-9-1973 in Madina de Boé</text>
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                <text>1984</text>
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                <text>"Memorial plaque independence Guinea-Bissau Madina de Boé.jpg" by Gabogabo123 is licensed under CC BY-SA 4.0.</text>
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