By Samantha Cutrara What is the purpose of learning history? Are we doomed to repeat it? Do we lose grounding? Are we stranded without space or place? Does history provide us with the skills for understanding evidence or content for narrating experience? As adults, as educators, as historians, we answer these questions with a blend of cliché and seriousness, never… Read more »
By Stanley Hallman-Chong The history curriculum in Ontario is part of a larger set of curricula that embrace several other subjects and disciplines, including Social Studies, Civics, Geography, Law, Politics, and Economics. Hence when the Ontario Ministry of Education proceeded to review its history curriculum, it sought to create a common structure and an element of unity that would encompass… Read more »
Ian Milligan argues that we will need to make dramatic changes to history undergraduate curriculums by aggressively implementing digital literacy programmes. This will benefit both our students and the historical profession.
A new edited version of Adventures of Huckleberry Finn will be published with the most offensive terms edited out. What are the merits and problems of this approach to difficult classic literature?
by Jamie Trepanier Playwright Danny Schur is convinced that the Winnipeg General Strike of 1919 has more than enough compelling storylines for a major musical production, and that its message is one that is still relevant today. “The story has all of the elements of high drama: societal unrest, government suppression of rights, aftermath of war, dramatic death in the… Read more »
Abstract The content of history textbooks and curriculum is an important factor in the political socialization of succeeding generations of students. This study of representative classroom textbooks authorized for use in Ontario at three distinct eras of the 20th century shows how the main lines of interpretation have shifted over time. During the pre-World War II era, the persistent underlying… Read more »
