Madeline Knickerbocker [1] My earliest memories of Wikipedia in an academic context relate to being told not to use it. Profs and peers viewed Wikipedia as problematic, and certainly not a legitimate source for academic work. While these critiques still endure amongst some academics today, things have also changed: a few semesters ago, I had my students write contributions to… Read more »
Andrea Eidinger and Krista McCracken In January 2018 the Beyond the Lecture series launched with the goal of sharing blog posts focused on best practices for teaching Canadian history at the post-secondary level. Since 2018, Beyond The Lecture has highlighted innovative course design practices, the use of digital history, experiential learning, and new approaches to teaching Canadian history. The series… Read more »
By Skylee-Storm Hogan and Krista McCracken with Andrea Eidinger This post is part of a Beyond the Lecture mini-series, dedicated to the issue of teaching Indigenous history and the inclusion of Indigenous content in the classroom. Our goal is to provide resources for educators at all levels to help navigate the often fraught terrain of teaching Indigenous content. Several studies… Read more »
Hailey Venn This post has been cross-posted with the Network in Canadian History & Environment. Jeopardy is a popular request from students who want an in-class review activity, but Jeopardy has some critical drawbacks. First and foremost, it asserts that there are right and wrong answers which can be condensed into minimal words. Jeopardy, by its very foundation, discourages nuance… Read more »
Andrea Eidinger and Krista McCracken In March 2018 we launched “Beyond the Lecture” a monthly series on ActiveHistory.ca dedicated to teaching Canadian history at the post-secondary level. This series has – and continues to – create a space to expand perspectives, deepen insights, and challenge assumptions about history education. The series has presented us with an opportunity to both highlight… Read more »
By Skylee-Storm Hogan and Krista McCracken, with Andrea Eidinger In recent years, particularly since the publication of the TRC Calls to Action, there has been an increasing push to integrate Indigenous content into elementary and secondary classrooms across the country. While we believe that this work is essential, recent news reports have given us cause for concern. From the ongoing… Read more »
This post by Andrea Davis originally appeared on The American Historical Association’s Perspectives On History. Learning Management Systems (LMSs) have become ubiquitous in higher education. In online and traditional courses, instructors regularly use LMSs to post syllabi, house readings, facilitate student engagement, and provide feedback and grades. As these practices have become routine, digital pedagogues Sean Michael Morris and George Veletsianos remind us to… Read more »
Heather Green One of my greatest pleasures in studying environmental history is the ability to get outside of the office and connect with the landscapes that I study. This connection with place is essential in researching environmental history, and at the University of Alberta, myself, Dr. Liza Piper, and PhD Candidate Hereward Longley wanted to provide this opportunity for students… Read more »
This post originally appeared in French on Histoire Engagée on June 7, 2018. Many thanks to Andrea Eidinger for her work translating this post. Catherine Larochelle In the winter of 2018, I had the opportunity to teach HST2444, Autochtones, État et société au Canada at the Université de Montréal. Over the course of the entire semester, I relied extensively on… Read more »
Susan Joudrey I like theory, but I know not everyone feels this way. Undergraduate students, in particular, expect theory to be dry or difficult even if they’ve never actually encountered it. In order to ease students into theoretical practice, I’ve relied on active learning strategies to teach postcolonial theory in a first-year Canadian History course. Through a number of iterations… Read more »
