Paul Ward On a cold Monday morning in late autumn last year, nearly 30 first-year undergraduate History students from Edge Hill University visited the Playhouse Theatre in Williamson Square, Liverpool, UK. They delivered informal short presentations about major historical events including Napoleon at Waterloo, the rule of Margaret Thatcher, the suffragettes, and other historical figures such as Marie Curie. This… Read more »
By Valla McLean, Tim O’Grady, Carolee Pollock, Allan Rowe As part of MacEwan University’s Public History offerings, the Field Placement course provides undergraduate students with a distinctive learning experience and offers local public history partners significant benefits. This successful course is built on four pillars: meaningful work, structured learning, an opportunity for networking, and an emphasis on the importance of… Read more »
By David Calverley As a secondary school history teacher in Ontario, I enjoyed the ActiveHistory.ca posts published in March by Samantha Cutrara and Rose Fine-Meyer. I agree that women’s history and gender issues are not well-represented in Ontario’s Grade 7 and 8 History curriculums. Lack of representation is also an issue in the Grade 10 History Curriculum. It is the… Read more »
By Dr. Bathsheba Demuth I came to teach environmental history circuitously: trained as a Russian and American historian, the field was not part of my comprehensive exams. I was never a teaching assistant for an environmental history course—as close as I came was grading for a summer class on the history of energy. I read and wrote my way into… Read more »
This is the fourth post in a series featuring short descriptions of papers and panels that will be presented at the Canadian Historical Association’s annual meeting being held at the University of British Columbia June 3-5. In most university curricula, conversations about our discipline begin in the first- and second-year classroom and are often profoundly shaped by our choices of… Read more »
By Andrew Nurse What do you do when a course goes wrong? This is not a title but a question. One that I am asking, perhaps, while treading on thin ice. There is a chance that a student of mine (perhaps even a student in the course that is on my mind) will read this and wonder if I am… Read more »
by Rose Fine-Meyer In yesterday’s post, Seneca undergrad Jvalin Vijayakumaran found that there has been a cursory integration of women in the current grade 7 & 8 Ontario history curriculum. His research supports what scholars have found since the 1970s, that women’s historical experiences are either missing or are limited in their inclusion in school history textbooks and resources. The… Read more »
In recognition of International Women’s Day on March 8, and the celebration of Women’s History Month in March in both the USA and UK (Women’s History Month in Canada takes place in October), this post shares the findings of an undergraduate student from Seneca College about whether women in the grade 7 and 8 Ontario history curriculum were “significant.” Spoiler… Read more »
February is one of my favourite months. Not only do red and pink hearts predominate, but there is a proliferation of events, displays, and articles celebrating the contributions of Black Canadians as part of Black History Month. Growing up in the southern United States and in the Caribbean, I was introduced to the richness of Black history as a young… Read more »
By Graeme Sutherland At 8:30 am on a fresh fall morning in 2014, I was sitting at the front of a comfortable tour bus as it was pulling out of Amboise, a beautiful town in France’s Loire Valley. It was my first 11-day tour with a new travel company. Having already greeted my tour members over breakfast, I launched immediately… Read more »
