Award Recipients

Through a combination of online research, consultation with community artisans and hands-on experience, Heather Jefkins’ students explored the traditional fibre arts of quilting and weaving.

In an integrated project between English Language Arts and Canadian History courses, the grade 11 students of Jock Martin and Heather Ragot investigated the history and legacy of colonialism and its impact on Indigenous people in Canada.

After conducting in-depth research and insightful analyses, Jean-Philippe Payer’s students worked with various digital tools—including 3D printers and 3D scanners—to reproduce and contextualize artefacts and works of art on loan from museums.

Kayla Dallyn and Genevieve Soler’s students worked alongside Elders to trace their family lineages back several generations. Through oral histories and conversations with the Elders, the students learned about ancestors who made enduring contributions to the Stoney Nakoda community.

Robert Bell’s students curated an exhibit at the Dundas Museum and Archives about a student from their school who had passed away as a result of the Spanish Flu Epidemic of 1918-19.

David Brian and Stephen Punga’s students published an interactive map and database of headstones belonging primarily to settlers of African descent in Essex County, Ontario.

After conducting research, listening to stories from Elders, and speaking with experts, Lisa Howell’s Grade 5 and 6 students used their knowledge to write and film a Public Service Announcement about Jordan’s Principle.

Inspired by the 150th anniversary of Canadian Confederation in 2017, Paul Paterson’s students formed a classroom think tank to create a vision for Canada in the year 2070.

Temma Frecker’s middle school students delved into the timely debate around commemorating controversial historical figures by examining the case study of the statue of Sir Edward Cornwallis.

Maxine Hildrebrandt and Lisl Gunderman’s students participated in a cultural exchange where they explored topics from both the traditional Indigenous knowledge and Western science perspectives and incorporated research and writing, traditional storytelling, and land-based learning.