Students in a classroom making notes and studying reference books in class. Carleton University, Ottawa, Ont, 1961. Library and Archives Canada, MIKAN Number
4301875.
Edited by Andrea Eidinger and Krista McCracken this monthly series on teaching Canadian history launched in January 2018. This series is focused on best practices for teaching Canadian history at the post-secondary level and seeks expand perspectives, deepen insights, and challenge assumptions about history education. If you are interested in contributing to the series please see our Call for Submissions or contact us at unwrittenhistories [at]gmail[dot]com.
- Insulin and the Unessay
- Expanding Historical Communication Through Guided Experimentation
- Beyond the Essay: A Research Creation Assignment
- Taking the ‘discipline’ out of history: moving beyond the limits of scholarly writing through a research creation assignment
- Teaching Canada–U.S. Relations in 2020
- Indigenous histories on Wikipedia
- Beyond The Lecture: Pandemic Edition
- Appropriation vs. Incorporation: Indigenous Content in the Canadian History Classroom
- Cards Against Environmental History: Rethinking Undergraduate Review Exercises
- Introducing the Beyond the Lecture ebook
- How and When to Invite Indigenous Speakers to the Classroom
- From Learning to Cite To Learning To Write: Using Zotero in the Classroom
- Teaching Environmental History through Field Trips
- Reconciliation in the Classroom: The #150 Acts as a Pedagogical Tool
- Curious about Learning: Teaching Postcolonial Theory to First-Year History Students
- Teaching the Work Process and “Deskilling” with the Paper Airplane Game
- Lessons from High School: Assessing Differently in the University Classroom
- “History Teaching at its Best:” Some Thoughts on History Teaching, Passion, and the University Classroom
- Reflecting on Critical Making in Digital History: The #hist3812 Experience, Part Two
- Reflecting on Critical Making in Digital History: The #hist3812 Experience, Part One
- Assessing Critical Reading Assessments at Huron University College
- Innovating Pedagogy in Canadian History: Infusing the Classroom with Primary Research, Analysis, and Collaboration
- “Ditch the Highlighter”: What the Research Suggests about Teaching and Learning in Higher Education
- “Classroom Practices”: Historians and the Scholarship of Teaching and Learning
- Call For Submissions – Beyond the Lecture: Innovations in Teaching Canadian History
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