Krenare Recaj In the third year of my undergrad, I was sitting beside my friend Jeremy in a lecture for the class America: Slavery to Civil War. The professor was going into explicit detail – showing photos and drawings – of the torture enslaved people in America were subjected to. The logic was that these details were necessary to properly… Read more »
Paul McGuire This is the sixth entry in a monthly series on Thinking Historically. See the Introduction here. At least twice a year, we take a trip to the Annapolis Valley in Nova Scotia. One of the most beautiful parts of the valley is Grand Pré and Hortonville. From here, you can see Blomidon and the vast expanse of the… Read more »
Tifanie Valade This is the fifth entry in a monthly series on Thinking Historically. See the Introduction here. While history classes are often viewed as a neutral, apolitical venue for the transmission of “facts” about the past, history education is in fact a value-laden enterprise that seeks to construct and communicate overarching national narratives and national identities. Such narratives often… Read more »
This is the second in a three-part series on the use of content warnings in classrooms, archives, and museums. You can read the first entry here. Erica L. Fraser Looking back, I probably began using content warnings for students after giving myself night terrors from reading the memoir of a Holocaust survivor as class prep. I was on an evening… Read more »
In recent years, teachers and heritage professionals have wrestled with the question of when and how to provide alerts about materials that students or users might find difficult to navigate. This is the first in a three-part Active History series on the subject of content warnings that elaborates the crucial processes and approaches that inform this work. Jo McCutcheon …to… Read more »
Ian Alexander This is the fourth entry in a monthly series on Thinking Historically. See the Introduction here. In the 1990s a confluence of social, economic, and political conditions created a market for international education to expand in a multitude of ways around the globe. For those in communities across Canada, the internationalization of education has been most visible in… Read more »
This is the fourth entry in a monthly series on Thinking Historically. See the Introduction here. Rebecca Evans Our conceptions about good citizenship vary. Context, particularly space and time, matter. In citizenship education, young people participate and deepen their understanding of how to make change in their communities. They do so across various domains, inclusive of formal politics, political advocacy, civic… Read more »
This is the third entry in a monthly series on Thinking Historically. See the Introduction here. Harrison Dressler “ALL THE EVIDENCE DEMANDED,” read an article published in the Toronto Globe on February 2, 1917. Written by two former students—R.F. Henderson and Byron G. Derbyshire—the article alerted the Canadian public about an investigation into the Ontario School for the Blind (OSB),… Read more »
Paul McGuire This is the second entry in a monthly series on Thinking Historically. See the Introduction here. Researchers continue to write about the value and importance of teaching Historical Thinking Concepts (HTC). There is a near consensus on the importance of moving from a transmission approach to teaching history to one that focuses on inquiry. This ongoing discussion has… Read more »
This article is cross-posted with Borealia: Early Canadian History, where it was published on 23 October 2023. E.A. Heaman I am very sorry to see Quebec raising the fees on students not from Quebec. A long time ago I was one of those out-of-province students. I grew up in British Columbia and had never been east when I transferred from… Read more »
