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Webinars For Teachers Archive


Captive Audience Learning.  Presentation by Monique Martin.

Monique Martin

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About this webinar:
 This presentation will look at some innovative ways to get history out onto the streets of your city and have everyone, including your students, learn new things.

About the presenter: Monique has been an art teacher for eighteen years. She uses a wide variety of mediums and teaches that art can create change. Her student work often focuses on environmental and social awareness.

Monique funds her large-scale projects with private and corporate donations and grants. The students created public educational graphic design projects using bus ads.  She called the projects “Captive Audience Learning”, displayed in Saskatoon, Ottawa, and from Toronto to Montreal. They created two educational poster projects with the Association of Professional Engineers and Geoscientists of Saskatchewan in French, English, Cree and Dene.  Monique’s students have created installation art projects provincially and nationally. Student murals adorn walls at Habitat for Humanity, Ronald McDonald House and the University Hospital. Her student projects are planned years in advance so that she can find funding.

Monique received the Governor General's History Award for Excellence in Teaching in 2007 and the Prime Minister’s Award for Teaching Excellence in 2009. Monique is a two-time winner of a National Teaching Award for combining art into other subject areas. In 2011 she received Canadian Society for Education Through Art Affiliate Award.

Monique is an accomplished artist exhibiting her artwork locally, nationally and internationally.


Getting Graphic with the Past: graphic histories and the uses of comics in education. Presentation by Robin Folvik and Kara Sievewright.
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About this webinar: Increasingly, people are using comics, or graphic novels, as valuable resources for teaching and learning about the past. Comics such as Maus: A Survivor’s Tale (1986 & 1991), Persepolis (2003), Louis Riel: A Comic Strip Biography (2003), A Graphic History of the Industrial Workers of the World (2005), and Red Rosa: A Graphic Biography of Rosa Luxemburg (2015) are fast becoming classroom staples. With a focus on historical comics, the Graphic History Collective contributes to this growing field through collaborations with academics, activists, educators, and artists. This session explores the structure of the Graphic History Collective, lessons learned through our work together, and tips for those looking to create their own projects or bring comics to the classroom.

RobinAbout the presenters: Robin Folvik is a founding member of the Graphic History Collective. She has a background in history and women’s studies, with a focus on feminist histories, British Columbia’s working people, and social movements. Robin explores ways of translating academic knowledge to reach a broader public, and has worked on films, curriculum development, walking tours, and public history installations through her position as Research Director at BC Labour Heritage Centre. Robin currently lives on unceded Coast Salish Territories, splitting time between Vancouver & Cumberland.

KaraKara Sievewright is an artist, writer, and designer who has published comics in many magazines and anthologies. Over the last fifteen years she has created graphics, posters, and websites for many radical and progressive movements. She joined the Graphic History Collective in 2015. She now lives in Daajing Giids Llnagaay/Village of Queen Charlotte, Haida Gwaii on Haida Territory. Check out her website.


Talking Pictures: how to exploit the power of visual sources to create curiosity and teach historical thinking. Presentation by Tom Morton.

Tom Morton

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About this webinar:
Photos, cartoons, paintings, and other visual media can provide engaging entry points to complex concepts in history. Often they hold an emotional oomph that can spark curiosity. However, cultivating an informed understanding of visuals depends on the teacher's careful planning and skilled questioning. This webinar will give examples and strategies about how to use visual primary sources to teach historical thinking concepts.

About this presenter: Tom Morton is the author of "Reading Historical Photographs" on the Learning Portal of the Royal BC Museum and co-author with Peter Seixas of The Big Six Historical Thinking Concepts (Nelson). He taught for more than thirty years in Sierra Leone, Montréal and Vancouver before becoming the co-ordinator for the BC Heritage Fairs Society. He has received the Social Studies Teachers’ Association Teacher of the Year award, the Kron Award for Excellence in Holocaust Education, and the Governor General’s History Award for Excellence in Teaching (1998).


Using Visual and Written Primary Sources to Teach Critical Thinking
Presentation by Charles Hou.

Charles Hou

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About this webinar:
Advances in technology have revolutionized the way Social Studies is taught. We have moved from an emphasis on teaching historical content based on a textbook to teaching both content and historical skills using a variety of primary sources. Both teachers and students have much greater access to unprocessed sources than ever before, and we must do a better job of teaching critical thinking skills. In the course of this presentation Charles will discuss a variety of exercises using visual primary sources.

About the presenter: Charles Hou taught Social Studies, Law, History, Advanced Placement and International Baccalaureate courses at the junior high and high school level in Burnaby for 34 years. Over the years he has compiled several collections of primary sources and co-authored books on the Riel Rebellion and Canadian political cartoons. He also worked with a group of BC teachers to produce the Begbie Canadian History Contest, which ran for twenty years. Since the contest ended in 2013 he has reworked the Begbie Contest Society website to provide teachers with a database of primary sources on a wide variety of topics.


Using Primary Sources as a Form of Social Justice: the role of archives, museums, and community collections in visualizing different pasts and imagining different futures. Presentation by Samantha Cutrara.
Samantha Cutrara

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About this webinar:
In this presentation Samantha will focus on how, by providing access to Primary Sources, institutions such as archives, museums, and libraries can engage young people in social justice work that can have a benefit to how they view the past, present, and the future. In particular, Samantha will explore and give examples for three ways institutions can think of their work as in the service of social justice:

• By introducing student to new face, places, and experiences otherwise flattened in traditional, textbook History and Social Studies lessons.

• By giving people a change to bear witness to the ordinary lives of Canadians.

• By breaking down traditional relationships between teacher/student, student/teacher, archivist/teacher, student/archivist.

About the presenter: With a PhD from York University in Education (2012) and a focus on meaningful learning in Canadian history education, Dr. Samantha Cutrara has become an expert in her field of teaching and learning history in both traditional and non-traditional sites of education, such as classrooms, museums, and archives.

As a History Education Strategist, Dr. Cutrara develops strategies, projects, and programs to help organizations and individuals teach Canadian history in interesting, meaningful, and comprehensive ways. This has been done by writing curriculum and creating resources, leading professional development sessions for educators, developing exhibits and related programming, and building partnerships and community amongst organizations and individuals.

In January 2015, Dr. Cutrara began developing an academic manuscript for UBC Press based on her doctoral research. The first draft of this manuscript, Creating Possibilities: Meaningful learning in Canadian history, was completed in November 2015. Along with her writing, Dr. Cutrara provides consulting services to museums, archives, galleries, and other educators, as well as help students develop their critical civic understanding and awareness at Seneca College as a partial-load Professor in the Liberal Arts department.


Lessons for Teaching Women's History. Presentation by Diane Vautour
Diane Vautour

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Diane Vautour is a secondary school teacher with the TCDSB in her 14th year of teaching, ten of which she spent teaching all girls. She is an executive director for the Ontario History and Social Sciences Association of Ontario, an organization that seeks to improve the instruction of history and social sciences in the province. She is a co-author of Canadian Sources Investigated, a textbook that prioritizes the use of primary sources and inquiry in the Grade 10 History course. She has been working with the Ontario Ministry of Education over the last two years, as reviewer and lead writer of e-learning courses in the subject areas of Social Sciences and History. These experiences helped her examine how to embed the dimensions of 21st century learning in independent online studies. In 2010, she was the recipient of the Governor General's History Award for Excellence in Teaching for a role-play activity in which students debated the Wartime Elections Act as pioneering feminists, journalists and politicians. This year, she has started a new position as Department Head of CDN World Studies/Social Sciences at a large co-ed high school.


How Community Influences the Teaching of Women's History in the Classroom by Rose Fine-Meyer

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Dr. Rose Fine-Meyer teaches in the Masters of Teaching program at the Ontario Institute for Studies in Education, University of Toronto. Her research focuses on history education in Canada. She explores the relationships between provincially sanctioned curricula, teacher pedagogical practices, and place-based learning experiences, both in the past and in the present. She recently was honored by the OHS for her work as part of the OHFA, and as Guest Editor of a special edition of Ontario History. On a community level, she has developed and programmed a local women’s history talk series, herstoriescafe.com, that was recognized in 2012 with a Heritage Toronto’s Community Award. She is also the recipient of The Queen Elizabeth II Diamond Jubilee Medal (2012) and The Governor General's History Award for Excellence in Teaching (2007).


Teaching Women’s History in the Classroom by Rachel Collishaw

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Rachel has been teaching for 17 years, in Ottawa and in New Zealand. She is a graduate of Queen's University and a recipient of the Governor General's History Award for Excellence in Teaching. She is recognized as a leader in implementing historical thinking in the Ontario curriculum and regularly presents workshops for teachers and administrators on historical thinking and other ways of integrating inquiry into the classroom. She is the co-author of several textbooks and educational resources. She is excited to share her thinking and experiences on the teaching of women's history to the average teenager.


Road to Vimy 2017 Lest We Forget Project

Sponsored by Explorica

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Presentation Powerpoint 

The centennial of the Great War has arrived. Over the course of the next four years Canadians will strive to remember and commemorate the soldiers that died during those tragic years. One of Canada’s momentous events during the Great War is the Battle of Vimy Ridge. The Road to Vimy 2017 Lest We Forget project is designed to have Canada’s students become the custodians of the memory of Canada’s soldiers that were killed during the Easter weekend of April 1917.

Presented by colleagues Blake Seward (pictured left) and Mason Black.

Owen Sound Collegiate and Vocational Institute War and Memory Legacy Project
Sponsored by Explorica

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Join Ryan McManaman and Dave Alexander, recipients of the 2014 Governor General’s History Awards for Excellence in Teaching, to learn about their War and Memory Legacy Project. 

Consider a 159 year old educational institution with rich layers history, a community whose citizens have a long record of service in Canada’s Armed Forces during the conflicts of the Twentieth Century, a wealth of primary source documents and most importantly, young inquisitive minds that are technologically savvy. How could you combine these unique features to create meaningful learning experiences to develop historical thinking skills? The OSCVI War and Memory Legacy Project developed around a powerful model of historical inquiry that incorporated the historical thinking concepts while addressing the strands of Ontario’s Canadian and World Studies History Curriculum. This webinar will explore the scope of the OSCVI WMLP and how it developed within the historical venues of the school, local community and Canada.

Ryan McManaman and Dave Alexander teach history at the Owen Sound Collegiate and Vocational Institute. They are co-recipients of a 2014 Governor General’s History Awards for Excellence in Teaching. Their project entitled A Soldier Mystery of the Great War earned a Government of Canada History Award for Teachers in 2014.

Debating the historical significance of Canadian Policy

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Sponsored by Explorica

Adrian French's presentation focused on how he integrates historical critical thinking and historical research skills into lessons with the goal of heightening student historical, cultural and political awareness. Adrian’s presentation also discussed the power that focused historical peer debate and planned ambiguity can have in deepening student understanding of how realpoliks have unfolded at various times in Canadian History. To illustrate his methods Adrian pulled examples form his 2010 Governor General’s award on historical constitutional debates and the impact of the Second World War on Canadian society.

Adrian was hired by the Victoria School district in 1998 as a Teacher-on-Call and promptly began work at Mount Douglas Secondary teaching senior Social Studies, History, and Physical Education. After a short stint teaching International Baccalaureate Geography at Glenlyon Norfolk School, Adrian returned to Mount Douglas to coordinate The Challenge program for gifted and talented learners. In 2008 Adrian complete his Master studies focusing on project based learning in Social Studies.

In 2010 Adrian was awarded The Governor General’s Award for Teaching Excellence in Canadian History. In 2013 he received the Prime Minister’s Award for Teaching Excellence and recently the 2014 Government of Canada History Award. Adrian is currently working to integrate Social Studies, Science, English and Mathematics into a ten month cross discipline curriculum for grade nine students.
Resources
Two Project Descriptions


Image of Matt HendersonEngaging with Upper Fort Garry

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Sponsored by Explorica

Matt Henderson teaches Senior School Social Studies at St. John's-Ravenscourt School in Winnipeg, Canada. In this webinar Matt discusses using historic sites in the classroom. Upper Fort Garry is arguably one of the most historically significant buildings and intersections of activity for the fur trade, the development of democracy, and for Confederation itself. It served as the headquarters of the HBC, the first offices of the Provisional Government, and the site of one of the most controversial executions in Canadian history. Now, all that is left is one wall, but through the efforts of many Winnpeggers, Upper Fort Garry is reborn and serves as an urban provincial park and state-of-the-art historical installation. Matt Henderson will walk you through this impressive site and provide ways for engaging your learners through transformative and rigorous experiences.

Resources
Upper Fort Garry Website

 De-colonization & the Project of Heart 
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 Sylvia Smith discussed her perspective on teaching de-colonization in the classroom. In December 2011 Sylvia won the Governor General’s Award for Excellence in Teaching History for Project of Heart. Project of Heart was an initiative developed by Sylvia Smith and her grade 10 class. As of now, over 3,000 learning communities across Canada have taken part in Project of Heart to date. It is now entering its third phase, where each province in Canada will be hosting Project of Heart regionally. Project of Heart has educated thousands of students at National Events of the Truth and Reconciliation Commission's "Education Days". It is an ardent supporter and ally of Aboriginal people and their struggles for justice.
Background Resources
Project of Heart
L
earning from the Land
Ben Sichel's "Aboriginal History is Everyone's History 
Decolonizing Tool Kit 

Bryan JacksonCitizenship Learning & the Project of Enlightenment
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Building on Gert Biesta and others' notion that "all education is citizenship education," Bryan Jackson will introduce a concept of learning within the philosophical tradition of Enlightenment thinking. As a teacher in the Coquitlam, British Columbia's HS district gifted program, TALONS, Bryan will introduce examples from his own classroom learning, as well as the ideals of Enlightenment education to provide context for his reflections and experience.

EDCI335 Final Design from Bryan Jackson on Vimeo.

Other Resources

Visit Bryan's Blog
Connect with @bryanjack on Twitter 
Review Bryan's slide deck
Suggested reading list and related links
 

Newfoundland Cookbook The "Stuff" of History: Experience and Commodity Approaches to Teaching History
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Join high school teacher Charlotte Cooze as she shares her approach to teaching history through the everyday commodities that surround us. Whether looking at cookbooks, clothes, or food and alcohol, history becomes more tangible and engaging for students. When combined with oral history, a commodity-based approach can reveal new insights into the people and experiences not found in our history books.

Ben SichelAboriginal History is Everyone's History
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View Ben's slideshow
Ben Sichel's blog: NoNeedToRaiseYourHand.com

In recent years, Canadian school curricula have started to offer high school Native studies classes focusing on Aboriginal history and culture. Ben Sichel (@bsichel), a Mi’kmaq Studies 10 teacher in Dartmouth, Nova Scotia, argues that the material in these courses is important for non-Native students to learn as well, and offers tips for making it relevant to their lives. Non-native teachers can — and should — teach them how things like treaties, the Indian Act, and enduring racism and stereotypes about Aboriginal people play into the lives of all Canadians.

Rachel Collishaw

The Interview as Exam - Assessing Historical Thinking
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You can also find more resources and a copy of the presentation slides on Rachel's website Collishaw.pbworks.com

If we are teaching design down with the end in mind, what is at the end of a course has a profound impact on how we teach the course. Traditional exams often emphasize rote memorization and students are less likely to retain information. They are time-consuming to set and mark and often give teachers little insight into student learning. Integrating historical thinking means re-evaluating your assessment toolkit.

Join Ottawa teacher, Rachel Collishaw to hear about the interview as exam that her school has implemented in the grade 10 Canadian history classes for the last 3 years. Students select primary source documents, interpret and analyze them, then explaining their findings in a 10 minute personal interview.

Garth NicholsThe 6 Historical Thinking Concepts - Doing History in a Whole New Way
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Led by high school teacher Garth Nichols from Greenwood College School in Toronto, ON, this session will explore the 6 Historical Thinking Concepts, and discuss best practices and assessment around these concepts. Examples of essential questions, in-class activities, and multiple choice questions will be shared and presented for discussion.


Red River in 1812: Peace & Conflict
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Local history is a powerful way to engage students in the study of the past. It helps history become more tangible, and provides a smaller lens through which to study broader events and moments in Canadian history.

Join high-school teacher Matt Henderson, as he explores the history of the Red River colony (in present-day Winnipeg) and shares what his students learned through their local history.

Teaching Idle No More
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The Idle No More movement provides teachers with an opportunity to make historical connections to contemporary issues. But the problems are complex, the circumstances deep-rooted, and the emotions running high. What do we want our students to take away from Idle No More and how can we encourage critical thinking in the classroom?

Join Matt Henderson, a high-school teacher at Winnipeg's St. John's Ravenscourt, as he discusses his approach to teaching about Idle No More. He'll share some of the key questions, activities, and resources that his class explored, so you' ll be ready to continue the conversation with your students.

Jennifer JanzenPoetry and Art — Commemorating the War of 1812

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Join Jennifer Janzen (The Collegiate at the University of Winnipeg), as she takes you through the project she designed for her high-school students learning about the War of 1812. The project uses poetry from or about the War of 1812 to understand Historical Significance and Historical Perspective. The culmination of the unit has students creating their own poem and combining it with an image that represents a significant person, place or event from the War of 1812.

 

 

Sugar Falls Graphic Education

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Graphic novels are an increasingly popular and effective tool for the classroom. Students love them because they’re visual, engaging, and simply “cool.” Teachers love them because they exercise critical thinking skills, communicate complex ideas and issues, and can engage even the most reluctant of readers.

Join David Robertson, author of the bestselling books The Life of Helen Betty Osborne, Sugar Falls: A Residential School Story, and the 7 Generations series, as he discusses how his graphic novels are being used in schools across Canada and bringing Aboriginal history to new audiences.

 

 

Bryce HonsingerTeaching the War of 1812
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The bicentennial of the War of 1812 brings with it many opportunities for teaching about this defining moment in Canadian history. Join award-winning educator Bryce Honsinger (District School Board of Niagara), as he shares his resources, methods, and activities that make the War of 1812 relevant and accessible to today’s students.

 

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