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The Next 150

November 15-16, 2018

The Four Points by Sheraton, Toronto Airport

Presented in partnership with the Association for Canadian Studies – l’Association d’études canadiennes

Thursday, November 15, 2018

7:00 – 9:00 am Registration

7:30 – 9:00 am Breakfast

9:00 – 9:15 am Welcome and Presidential Address

9:15 – 10:15 am Dr. Susan Dion, OHASSTA Leadership

Award Winner – sponsored by Nelson

10:15 – 10:45 am Publisher’s Display/Coffee Break

10:45 – 12:00 WORKSHOP A

12:00 – 1:00 pm Lunch and Skeoch Award Presentation

1:00 to 2:15 pm WORKSHOP B

2:15 to 2:45 pm Publishers’ Display and Break

2:45 to 4:00 pm WORKSHOP C

4:00 to 4:30 pm Annual General Meeting

Friday, November 16, 2018

7:00 – 8:30 am Registration

8:30 – 9:00 am Publishers’ Display

7:30 – 9:15 am Breakfast and Opening Greetings

9:30 – 10:30 am WORKSHOP D

10:30 – 11:00 am Publishers’ Display and Coffee Break

11:00 – 12:15 pm WORKSHOP E

12:15 – 1:00 pm Lunch

1:00 – 1:45 pm Elder Piita Irniq, OHASSTA Leadership

Award Winner – sponsored by FAST

1:45 – 3:00 pm WORKSHOP F

Hotel InformationThe Four Points by Sheraton, Toronto Airport6257 Airport Road, Mississauga, ON, L4V1E4Space Limited – Book your room early!Follow this link for the special OHASSTA rate$159 single or double before October 17th, 2018Parking $10.00

Conference Registration Fees
Full Conference Price $255 Early Bird Oct 10th $220Thursday Only $145 Early Bird Oct 10th $125Friday Only $145 Early Bird Oct 10th $125Student Teacher $85Student Teacher 1 day $45

STUDENT TEACHERS

OHASSTA would like to thank the Faculties of Education for their continued support and encourage student teachers to attend the 2018 conference.

Student teachers will be charged a special reduced fee of $85 that includes attendance at the conference workshops, an OHASSTA student membership, admission to the country’s largest publishers’ display, (it does not include any meals).

There is a limit of 50 student teachers registered for Thursday, November 15th. However, no registrations, whether for Thursday, Friday, or both will be accepted after Monday, October 24th. Please send all individual student teacher registrations to:

Mike Clare

126 Tilman Cir.,

Markham ON L3P 6A3

If you have questions, please email Mike at mike@theclares.ca.

Registrations will not be accepted by email and each registration must include the payment of $85.

ALAN SKEOCH AWARD WINNER 2018

These are the criteria used to determine the Skeoch Award winner:

Sensitivity to students at all levels
Collegiality with fellow staff members
Originality
Enthusiasm
Reach beyond classroom into broader community

Congratulations to Nathan Tidridge, this year’s Alan Skeoch Award Winner. Nathan is a teacher with the Hamilton-Wentworth District Board of Education. Nathan has the qualities of a good teacher shared admittedly by most of the teachers in this province that makes choosing a winner very difficult. He involved his students in the establishment of the Souharissen Natural Area, a 55 acre park and archaeological site, to educate the school and community about their Treaty partners. He has established links between Waterdown District High School and the Mississaugas of the New Credit and created a lasting memorial.

Association for Canadian Studies/OHASSTA Sessions
Please note that this year, OHASSTA is pleased to work in conjunction with the Association for Canadian Studies. All are welcome to register for the special ACS/OHASSTA sessions highlighted in red.

Dr. Susan DionOHASSTA Leadership Award Winner
Keynote Thursday, November 15, 9:15 amDr. Dion is a Potawatomi-Lenapé scholar who has been working in the field of education for more than thirty years. Associate Professor in the Faculty of Education at York University, she is Director of the Master of Education Urban Indigenous Cohort. Her research focuses on Indigenizing, Decolonizing and Realizing Indigenous Education, Urban Indigenous Education, Indigenous Student Well-being and Achievement.
Dr. Dion is currently principal investigator on a SSHRC Insight Grant titled nIshnabek de’bwe wIn // telling our truths, and is co-investigator on three SSHRC Partnership Grants. Dr. Dion works in collaboration with the Toronto District School Board Indigenous Education Centre and the Ontario Ministry of Education on research and program development. She is widely consulted by diverse community groups, workplaces, and institutions on developing methods for building more equitable, respectful relationships between Indigenous and Non-Indigenous people.
Sponsored by Nelson Canada -Visit us at our booth in the resource fair!

WORKSHOP SESSION A

(10:45 am – 12:00, Thursday, November 15)

1. Because it’s 2018

Kelly Armstrong and Kelly Snyder, Jean Augustine S.S., Peel DSB

“Hey! Have you ever wanted to take the pen and paper out of assessment? Are you looking for easy ways to include student voice in developing success criteria and assessment tools? Do you want to create Final Evaluations to include triangulation (COP). Join us for user friendly tips, strategies and examples that we have had success with and implemented with our students. Our session will include examples for all History and Social Science classes and grade levels.

2. Think Again, Indigenous Etiquette and Protocol

Cindy-Lou Makkonen, Batchewana First Nation, Sault Ste. Marie

In this era of new change with “Truth and Reconciliation” many people are wanting to walk a new path. But many non First Nation, Metis and Inuit individuals do not understand some basic elements of respect and etiquette. If we want to make changes in our relationships we need to start looking at the basics.

3. Human Rights Education and the Canadian Museum for Human Rights

Graham Lowes, Canadian Museum for Human Rights, Winnipeg

This session will provide educators with tools to engage their learners in human rights education. Attendees will participate in a live, interactive virtual visit of the Canadian Museum for Human Rights. Participants will leave the seminar familiar with the growing set of resources the museum offers to educators; including human rights themed project based learning units for middle and senior years students.

4. Steps to Justice: Building Legal Capability in the Ontario Classroom

Nat Paul, Ontario Justice Education Network

This session will introduce participants to OJEN’s full complement of free supports for law, civics and social science teachers and will focus on an exciting new resource! In partnership with Community Legal Education Ontario (CLEO), OJEN has developed a series of guides and lesson plans that allow teachers to use CLEO’s “Steps to Justice” website to teach about the real processes and steps involved in some of the most common legal matters, including criminal, family, employment and many other areas of law. Free resources will be provided!

5. Scanning History Project

Jim Pedrech, London District Catholic School Board

This session will introduce teachers to the Scanning History Project, an initiative from Holy Cross Secondary in Strathroy, Ontario. This project encourages students to use a variety of techniques to scan artifacts and primary sources in order to create 3D models that can be downloaded by students around the world. So far, students in this project have worked closely with teams from Microsoft and curators in several museums.Teachers who attend this session will learn the techniques necessary to scan objects with their students. While all are welcome to attend and participate, it is recommended that teachers bring a phone for taking pictures, a laptop, and the cord necessary to move pictures from the phone to the laptop.
Participants should also download the following program: https://www.3dflow.net/3df-zephyr-free/

6. Award Winning Teachers and the Engaging Projects they have Developed* Rob Flosman, Waterdown District High School, Waterdown, Ontario“The Waterdown Museum of History (student-run museum)”, Recipient of the 2017 Governor General’s History Award for Excellence in Teaching* Janet Ruest, Chemainus Secondary School, Chemainus, British Columbia“Canada 150 — My Story project”, Recipient of the 2017 Governor General’s History Award for Excellence in Teaching* Armand Doucet, Riverview High School, Riverview, New Brunswick“Passion Project”, Recipient of the 2017 Governor General’s History Award for Excellence in Teaching

7. Stories of Multicultural Communities in CanadaLilian Ma, The Canadian Race Relations FoundationPraan Misir, The Canadian Race Relations FoundationThe Canadian Race Relations Foundation, a crown corporation created by Canadian statute, has a unique function in its mandate: to act as a clearing-house, providing information about race relations resources and establishing links with public, private and educational institutions and libraries. This workshop will provide an opportunity to familiarize oneself with samples of educational resource materials that had been produced on the histories of multicultural communities which can be used in the teaching of Canada’s history.

Please note: The independent views of the workshop presenters do not necessarily reflect or represent those of OHASSTA/AESHO/ACS.

WORKSHOP SESSION B

(1:00 to 2:15 pm, Thursday, November 15)

8. Shifting Our Practice: Using Practical Inquiry Methods, Field Trips, Hands on Resources and Current Events to Engage Students in Grade 10 Canadian History

Christina Ganev, East York CI, Toronto DSB

The times, they are changing! In this workshop, participants will learn how to make the grade 10 Canadian History course more relevant, inclusive and engaging to all students. We will learn how to use inquiry tools such as ladder of inference, causal models, and relational webs. Participants will also learn and share ideas about experiential learning such as field trips, documentaries, hands-on resources and online tools. We will discuss how to incorporate current events in our teaching, to draw connections from past to present in Canadian History. The focus will also be on including Black, Indigenous (First Nations, Metis and Inuit) and Asian experiences in Canada in this course.

9. Know Thy Impact: Assessing Student Thinking about Complex Issues Past, Present, and Future

John Myers, OISE and Canadian Race Relations Foundation

Using work from Doing The Right Thing/Faire le Bon Geste, a federal government project developed by the Canadian Race Relations Foundation participants will, in addition to learning about the project:

work through several project examples in which they will display their thinking about complex issues past and present
identify connections between perspective-taking and the ethical dimension and explore how curriculum content can be made personal and “real” to the student beyond a conventional academic exercise
see for themselves how their thinking is made visible by the thinking routines used, recognize the value of visible thinking routines for teachers and students when working through complex content and understand concretely how John Hattie’s work in which teachers and students see learning through each other’s eyes can be done.

10. Challenging Past and Present Depictions of Sikh Canadians

James Steeves, Dolphin Senior Public School, Peel DSB

The Ontario Elementary Social Studies Teachers’ Association, in partnership with the Sikh Heritage Museum of Canada, has created an interactive resource for Grade 8 and Grade 10 History, complete with lesson plans and virtual sources, about Sikh Canadian heritage and contributions to Canadian identity. The workshop will begin with a critical look at historical images, including virtual 3D models of artefacts, regarding early depictions of Sikh Canadians in the media. Participants will then explore contemporary images and cartoons to determine continuities and changes in how Sikh Canadians have been depicted, and then use digital media (such as HP Reveal) to create critical commentaries about these stereotypes. Discussion will follow about how a critical use of digital media could be used in the classroom to address other examples of stereotypes in the media today.

11. Planning a Camp for People Displaced by War

Andrea McArthur, Canadian Red Cross

This session focuses on designing a refugee camp in the classroom. Participants receive and walk through the ready to use lesson plan in the role of teacher and student. They refine their understanding of the scale of humanitarian efforts, identify displaced people’s needs, assess the resources at their disposal and develop strategies for meeting these needs. In addition to a photo collage, they use information sheets and a planning worksheet. Participants leave the session with access to the free online lesson plan along with the Exploring Humanitarian Law toolkit, curriculum maps, and supplementary tools and strategies for meeting diverse needs in the classroom.

12. You Want Me to Read What? Exploring Disciplinary Literacy in Social Sciences

Sheri Jarvis and Nicole Bernardinis, Ottawa-Carleton DSB

Students struggle with reading increasingly difficult and complex disciplinary texts. They also struggle with understanding the differences between the 3 disciplines (Anthropology, Psychology and Sociology). We set out to find/create literacy strategies that help students not just with comprehension, but with disciplinary literacy – eg. assessing limitations of studies, identifying key evidence and sorting disciplinary vocabulary. We also wanted to support French Immersion teachers and students, so we developed materials simultaneously in both languages. Teachers will receive literacy strategies that can immediately be used in the classroom and easily adapted to a variety of text levels, course levels and subject matter.

13. The Skeoch Tour, Archives of Ontario

Special Guest Host Michael Burgess

Come visit the Archives of Ontario! Designed specifically for OHASSTA, our visit includes: a professional development workshop run by Archives staff on how to use the power of primary sources’ in your classroom; a tour of the Archives including the preservation lab, Reading Room, and vault spaces; a viewing of the James Bay Treaty (No. 9) and exploration of resources about treaty education in Ontario; and a discussion about the Archives’ approach to Canada 150/Ontario 150, and their response, thus far, to the TRC and Reconciliation. You will also learn more on how to integrate the Archives’ digital resources into your classroom, and how to arrange your own Archives visit. There is no cost for the Skeoch Tour.

PLEASE NOTE THIS TOUR WILL LEAVE THE HOTEL PREMISES FOR THE DURATION OF WORKSHOPS B & C – ANTICIPATED RETURN TO HOTEL IS 4 pm.

14. Indigenous Peoples in Canadian History, Kevin Reed, Aboriginal Education Consultant, Limestone District School BoardCharles Leskun and Tim Tobin, Dept. Head/Subject Chair DPCDSB (retired)Professor Nicholas Ng-A-Fook, University of Ottawa
This workshop will explore the shift in narratives educators should take when teaching Indigenous history in Canadian classrooms, keeping in mind historical thinking and relevance. The workshop will cover how educators can be reflective and critical of the knowledge they share with students regarding the active contributions, histories, culture and perspectives of Indigenous peoples.

15. Teaching About Diversity and Minorities in Canada in a “Diverse” ClassroomProfessor Lindsay Herriot, University of VictoriaProfessor Reva Joshee, Ontario Institute for Studies in Education/University of TorontoLinton Garner, community worker and educator is the Montreal-based co-creator of the “ABC’s of Canadian Black History”
This workshop will explore how educators must be adaptive and flexible to a wide variety of backgrounds, sets of experiences, cultural contexts, and worldviews as classrooms become increasingly diverse with students who are first and second-generation Canadian. Teachers must be critical and aware of their own assumptions and biases to fully engage students and ensure each one has a chance to succeed. This workshop will identify and think through notions of difference and how they affect the classroom so that students and teachers are able to see the classroom as an inclusive place.

WORKSHOP SESSION C

(2:45 to 4:00 pm, Thursday, November 15)

16. Inquiring About the Enhanced Expectations?

Elizabeth Freeman-Shaw, AN Myer, District School Board of Niagara

Be part of our inquiry! Working with Indigenous community members we have

drafted lessons to meet the new expectations, leverage technology for learning, and infuse Indigenous voice in the Grade 10 Canadian History course. In this session we will explore our collaborative inquiry process, participate in the lessons, and engage in dialogue about the implementation of the enhanced expectations. Lessons will be provided and a collaborative work space will be created moving forward.

17. Taking the Lead – Respecting and Honouring Humanity – Social Justice

Lisa Liboiron, Catholic District School Board of Eastern Ontario

This interactive session will define, explore, and review mine-affected communities in Africa, Asia and Latin America that are experiencing conflict, pollution, forced displacements and other negative impacts from the presence of Canadian mines. The session will provide mining developments initiated by Canadian mining companies and how the “Voice of Justice Campaign”, after a long journey of perseverance and tenacity has had a positive impact on resolving in part or in whole, some of the aforementioned issues.

18. Using Virtual Reality to Enhance 21st Century Competencies

Leanne Young, Orillia Secondary School, Simcoe County D.S.B.

In this session, participants will transport themselves to almost any destination in the world. From the ancient ruins of Stonehenge to the steps of the Vimy Monument, to swimming with turtles in the Galapagos island, participants will learn about various educational apps that bring experiential learning and the world of virtual reality into the classroom. A focus will be on how VR can enhance student learning by exploring 21st-century competencies such as problem-solving, communication, innovation, and self-directed learning. A smart phone will be needed. Downloading Google Expedition App and Within App (both free) are recommended prior to attending this workshop. This session will be a hands-on activity based session that will make connections to both History and Geography curriculums at the secondary level. Participants who are looking for new and innovative ways to engage their students will gain more knowledge and confidence in using VR. While teaching how to use the technology will be a primary focus, ways to implement Virtual Reality and extension activities will also be explored.

19. Responding to the TRC Calls to Action – Resources for your class

Jennifer Farrell-Cordon, Ministry of Education

In the spring of 2018 the grades 4-10 mandatory history curriculum was revised in consultation with Indigenous people, communities and teachers to reflect Indigenous perspectives, histories, current realities and ways of knowing. New resources have been developed by First Nations, Métis and Inuit communities and authors across Ontario to help support your classroom. Find out how to access these resources and what they can offer you to help support your learning and your classroom.

20. Building the Next 150: Student Understanding & Empowerment in Equity Courses

Ben Gross, Toronto District School Board

Learn effective strategies to work with culturally relevant and responsive content in a senior Social Science or Equity classroom. See examples and work through the process of exploring complex current topics in your classroom. Topics such as Black Lives Matter, #MeToo, systemic racism, and colonialism. The strategies and content in this session will help provide teachers with essential skills and confidence to bring these timely and important topics into their classroom in meaningful ways, while reducing the risk of inflicting further harm on marginalized groups in the classroom and school community.

21. Fake News: Separating fact from fiction in the digital age

CIVIX Canada

One of the most urgent issues facing democracies today is the spread of misinformation and disinformation. Being able to determine what is fact or fiction online has become an essential skill of citizenship in the digital age. Students need to think critically about what they see online, develop the habits to verify information, establish a trusted list of sources and gain an appreciation for the role of professional journalism in a democracy. Learn the tips and tricks for fact-checking sources that you can bring back to your classroom. Participants will receive access to engaging how-to videos and lesson plans. The workshop is applicable to all courses.

22. Ancestry: Learning about ourselves, our families and our part and Learning History: The growing popularity of genealogy as an element in teaching history
Dr. Jack Jedwab, President, Association for Canadian studies, Montreal, QuebecSteven Fulton, President, The Ontario Genealogy Society

23. Empathy, Controversy, and Historical Thinking The Big Six +1: Narratives and Historical InterpretationsDr. Lindsay Gibson, University of AlbertaDr. Carla Peck, University of AlbertaDr. Catherine Duquette, Université du Québec à Chicoutimi
One of the critiques of Seixas’ historical thinking framework (aka “The Big Six) is the absence of an explicit focus on the construction, interpretation, and critique of historical narratives. This session will focus on two pedagogical approaches that pay explicit attention to developing students’ narrative competence.Professors Peck, Gibson and Duquette were the instructors of the 2018 Historical Thinking Summer Institute held in Ottawa this past July.

WORKSHOP SESSION D

(9:30 to 10:30 am, Friday, November 16)

24. Inquiring into Inquiry Learning

Heather Bender and Jenn Morris, Bluewater District School Board

If you are interested in exploring how to make students equal partners in the learning process by framing powerful inquiry questions, helping students hone their research skills and assessing their conversations as well as their products, join us for this workshop on inquiry learning. Practical examples from the CHC 2DI, CHC 2PI and CHW 3MI courses will be shared with the group. As experienced teachers we have enjoyed the challenges of exploring the big ideas with students in our Canadian and World studies classes. By modelling and facilitating the kind of thinking skills that are required to conduct genuine inquiry, we have had success in encouraging students to not only engage with the curriculum, but also, branch out in the creative delivery of their learning based on their interests.

25. How and why to include Trustees in your Civics classroom

Jan Haskings-Winner, Martina Fasano, Jean-Francois Bertrand and Christina Ganev, OHASSTA executive

Democracy has never been so important and Civics teachers have an even more critical role. OHASSTA has developed resources on the role of the trustee in the democratic process with feedback from all Trustee associations. This workshop provides resources in English and French, with ideas, and simulations to engage students and connect to the democratic process at a level relevant to students and schools.

26. 1981 Constitutional Conference Simulation

Lori Buchanan and Adam Pounder, Havergal College,Toronto

Does the patriation of the constitution represent a triumph or challenge for the Canadian nation? Why has building Canadian unity proved so elusive? This session presents a constitutional simulation of the premiers conference in November 1981 which set the (almost) final draft of the Canadian constitution, including the Charter of Rights and Freedoms. The purpose of the simulation is to identify some conflicting attitudes and beliefs that developed amongst different groups of Canadians as intended and unintended consequences of patriation.

27. Inquiry Circles & Reconciliation

Laura Greenaway, Peel District School Board

Discover how to fuse inquiry, collaboration, and literature circles to explore Canada’s troubled relationship with Indigenous Peoples through the investigative nonfiction book Seven Fallen Feathers by Tanya Talaga. We will share how we set up an inquiry-based, engaging, and authentic student-centred unit that moves students from immersing in the topic of Truth and Reconciliation, to fostering greater understanding, awareness, and empathy, to creating change by “going public” with their learning within the wider school community. This workshop will be useful to anyone wishing to learn more about Reconciliation, using G-Suite to incorporate 21st Century competencies, or integrating fiction or nonfiction into their history classrooms. We will share our materials and use of Google Classroom and Google Docs to foster collaborative learning and empower students to work together towards taking action and authentically sharing their outcomes within their school community.

28. Teaching reconciliation in history class: Historica Canada’s Indigenous Resources

Aretha Heenan, Historica Canada

A greater understanding of Indigenous perspectives on Canada’s history is an important part of the reconciliation process. Popular narratives of Canadian history have most frequently been told from the perspective of European settlers, neglecting Indigenous experiences of the past and present. This workshop is informed by Historica Canada’s Indigenous Perspectives Education Guide, developed in consultation with history educators, academic historians, and community stakeholders. Historica Canada is grateful to share the voices of Indigenous educators and scholars within the guide.

29. Building Interprovincial Cooperation amongst History and Social Studies Educators: Towards a national network of provincial history and Social Studies TeachersSession Moderator: Rachel Collishaw, President, Ontario History and Social Science Teachers’ Association (OHASSTA)A roundtable discussion session with the presidents and representatives of history/social studies teachers’ associations from eight provinces, as well as other educators and curriculum consultants from across Canada.

WORKSHOP SESSION E

(11:00 am to 12:15 pm, Friday, November 16)

30. The Spanish Flu: Crowdsourcing the Historical Narrative

Mike Clare, Defining Moments Canada

John Piper, York Region District School Board.

It has been called the most documented epidemic and the least known; The Spanish Flu, a global epidemic that killed 50,000 Canadians in just over 18 months and more than 50 million people globally. This workshop will familiarize participants with The Defining Moments Canada National Digital Memorial website and invite students to contribute to the flu memorial. The Spanish Flu memorial is sponsored by Heritage Canada and invites students “to do” history, share their stories of the impact of the flu on their family or their community. Students are encouraged to engage with primary research and present their findings through a variety of digital mediums in order to distribute their work on a national and international scale. A unique opportunity to crowdsource history, influence, and partake in the narrative. This workshop explains how to use existing research on the memorial site, conduct a local study, and tell the story in a unique style, bringing digital history to life. The workshop will share student work such as a virtual reality module to show the spread of the flu.

31. Critical Use of Graphic Novels in the Classroom

Samantha Cutrara, Toronto

Graphic novels and comic books can be exciting tools for introducing students to history in ways that tap into different literacies and narrative structures. With graphic novels and comic books, students can “see” into histories in ways other secondary sources may not allow. When primary sources are used and featured in the text and illustrations, graphic novels may also introduce students to the value of primary sources. In this way, graphic novels can help illustrate a new vision of how the next 150 can be interpreted and understood through our past. However, graphic novels and comic books are not free from bias and narrowness of purpose. How can graphic novels and comic books work as both source texts and sources of critical examination in our history? In this session, I will draw on my funded research through Ibby Canada, to provide teachers and teacher librarians with a list of graphic novels and comic books that fit the grades 3-10 Social Studies, History, and Canadian Studies curriculum. I will also lead teachers through exercises that critically examine the absences and inclusions within these stories.

32. The Sixties Scoop: Historical Roots and Legacies

Jasmine Wong, Facing History and Ourselves

We will explore history and legacies of the 60’s Scoop and its devastating effects through a variety of primary source reports, interviews, video and artwork, and discuss the difficult questions that these texts raise. Using readings from Facing History’s publication, Stolen Lives: Indigenous Peoples of Canada and the Indian Residential Schools, and other documents, we will examine the historical roots and social context that led to the Sixties Scoop. This workshop will model active learning strategies and use a variety of rich resources that demonstrate how to engage students in learning about – and respond to – this important history and its contemporary legacies. We will explore strategies and have discussions that address historical perspectives and continuity and change relevant to a study of the sixties scoop. Teachers should leave the session ready to take this history – with resources and strategies – into their classrooms on Monday morning.

33. Climate Change and Questions of Justice

Maureen (Mimi) Stephens, The Choices Program, Brown University

In recent years, international attention to climate change has surged. Most students today are aware of melting ice caps and the plight of polar bears. Yet we often struggle to see this apocalyptic-sounding environmental problem as an immediate social issue. Negotiations about how to respond to climate change at national and international levels have been fraught with political disagreement. Colonial history, economic development, resource consumption, and disparities in wealth and power are some of the many controversial topics that impact environmental discussions.

34. Judaism, Hatred and Antisemitism Through the Ages

Nicole Miller, FAST – Fighting Antisemitism Together®

“May has been designated Canadian Jewish Heritage Month. A brief synopsis of Judaism and Jewish history, will be followed by an examination of the different types of antisemitism (globally and in Canada): religious, racial and the new antisemitism. The oldest hatred in history, antisemitism is also an indicator of the seeds of xenophobia and racism against other groups. Activity by Neo-Nazi and hate groups is increasing. How can we respond appropriately to incidents of racism and hate? Teach your students the dangers of stereotyping and hatred, and to fight all intolerance by not to being a bystander. The workshop will demonstrate teaching resources online at no cost. Laptops or tablets are recommended for the workshop.

35. Teaching about Indigenous peoples in Canadian History & Social Studies: Creative Ideas from Educators* Leia Laing, Multi-school project, Regina, Saskatchewan, “The Treaty4Project” Recipient of the 2017 Governor General’s History Award for Excellence in Teaching & Calvin Racette (Metis Elder) and developer of “The Treaty4Project” * Connie Wyatt Anderson; educator Opaskwayak Cree Nation, Manitoba* Troy Maracle, Indigenous Education Coordinator, Hastings and Prince Edward District School Board

36. “Why History?”Risa Gluskin, York Mills Collegiate Institute, TDSBDr. Jack Jedwab, President, Association for Canadian studies, Montreal, Quebec
What skills does learning history equip young people for the future in regards to their chosen field of work? / How does knowledge of history help us become more engaged citizens? / Does learning history help strengthen cognitive skills and/or improve memory? / How does learning history fit in with other parts of the curriculum (literature, math, languages, etc.)

Piita IrniqOHASSTA Leadership Award Winner
Keynote Friday, November 16, 1:00 pm
Piita Irniq is a Residential School Survivor, drum maker and Inukshuk builder, and Inuk politician from Lyon Inlet, Nunavut. He has served in government cabinets in the Northwest Territories and Nunavut, and as the Commissioner of Nunavut.
Along with Inuit leaders Jack Anawak and the late Marius Tungilik, he helped found the healing circle for the Survivors of Sir Joseph Bernier Federal Day School, which prompted an official apology from the Roman Catholic Bishop for the Hudson Bay Diocese. As an Inuk Elder, he is currently working with Corrections Canada to help Inuit prisoners held in Ontario jails reconnect with their culture and history. Piita Irniq has written columns about Inuit life for Nunavut News/North. For his columns written in 2006, the Ontario Community Newspapers Association awarded him the columnist of the year award in 2007. Irniq is also well known for his creation of inukshuks. His artwork was a highlight of the 2010 Olympic Winter Games in Vancouver. Irniq’s work has also been displayed outside Canada, including in France, Argentina, Mongolia and the United States.
Piita Irniq has distinguished himself for his active commitment to and advocacy of Inuit culture in general and, in particular, for promoting the Inuktitut language and the inclusion of Inuit Qaujimajatuqangit — Inuit traditional knowledge — in institutions serving the Inuit.
Sponsored by FAST – Fighting Antisemitism Together. Visit us at our booth in the resource fair!

WORKSHOP SESSION “F”

(1:45 pm to 3 pm, Friday, November 16)

37. Heritage in the Hallways: How to Make Students Your Partners in Time

Meredith Leonard, Halton Region Heritage Services

Halton Region Heritage Services’ Partners in Time program introduces students to storytelling in three dimensions. Participants use objects from their own lives to create an exhibit for display in existing school spaces (including trophy cases, hallways or classrooms). Students are guided through the process of exhibition development by a Curator as they learn about how exhibits are made. The program addresses visual thinking, literacy and communication skills while giving students a tangible product for their efforts and providing an introduction to career opportunities in the museum and heritage sector. Partners in Time goes beyond the traditional field trip by highlighting the strong and collaborative relationship between heritage organizations, teachers and schools. Rather than examine history by walking the galleries of a museum, students use their own stories and experiences to communicate through an exhibit they create. The program structure is flexible and can be easily customized to meet a teacher’s specific learning goals. Presenters will discuss the evolution of this unique program, as well as its successes and lessons learned through the lens of their inaugural project, a partnership with grade 10 history students from Acton High School. Session participants will be invited to engage in a thought exercise surrounding the stories that 3-dimensional artifacts can tell, using artifacts from Halton Region’s collection. Participants will come away with an understanding of the multi-faceted meanings of (common) historical artifacts and the ways in which they fit into the larger historical narrative, just as student participants in Partners in Time do.

38. Meet the New Elections Canada Suite of Resources

Zoe Flatman and Rachel Collishaw, Elections Canada

Meet the new Elections Canada suite of free, bilingual, inquiry-based learning activities! Participants will participate in exploring the new classroom-ready activities: Does Voting Matter?, Voting Rights Through Time, Elections by the Numbers, Civic Action, Then and Now, and more. All of the activities for students are hands-on, inquiry-based, take only one class period, use disciplinary thinking concepts, and are designed to engage students in civic discourse and active citizenship. These resources have been piloted in schools across Canada, and have been developed in collaboration with educators across the country to fit the needs of teachers for high-quality, well-researched, non-partisan, inquiry-based materials. Participants will experience some of the activities in this workshop, and there will be time for discussion with colleagues about how and when they might be used in your history or civics classroom. This session will share resources in French and English, and the materials are also suitable for use in the grade 7 and 8 classroom.

39. Let’s embed Indigenous ed!

Sandy Kritzer and Colinda Clyne, Upper Grand DSB

Has your department started embedding the revised Indigenous education curriculum? Are you concerned that it’s being done in a respectful and meaningful way? In this session we’ll share a process that connects educators with local Indigenous knowledge keepers and supports teacher learning. Bring your devices to test out resources. Participants will take away digital resources to support their department’s implementation of the revised curriculum.

40. Using HyperDocs to Revolutionize Your Teaching of Canadian & World Studies/Social Sciences

Martina Fasano, St.Maximilian Kolbe Catholic High School, YCDSB

Are you tired of the same old worksheets and presentations? Step up your rockstar teacher game with HyperDocs! From inquiry- and project-based learning to things like the Amazing Race and Escape Rooms, HyperDocs can revolutionize your teaching and this session will show you how to do just that!

41. Try Judging

Canadian Superior Court Judges Association

John Gann

Put yourself in the shoes of a judge! This presentation to teachers of Law and Civics will cover the creation process of the educational resource Try Judging. The Canadian Superior Court Judges Association focuses upon the role of judges in Canada, the administration of justice and identifies its salient features. Teachers will have the opportunity to put themselves in the shoes of their students by interacting with this engaging resource.

42. Citizenship EducationProfessor Stéphane G. Lévesque, University of OttawaProfessor Michael Cappello, University of ReginaProfessor Lorna McLean, University of Ottawa
Education for “good” or “active” citizenship is not only central to politics and government, but community and voluntary activities as well as ensuring social harmony. This workshop will explore how citizenship education in Canada is centred around the development of a core set of civic knowledge, skills, and values largely based on the assumption that citizens must play an active role in civic affairs. However, in today’s rapidly changing globalized world, this workshop will examine the adequacy of this approach as renewed interest probes at the goals of citizenship education.

This conference has been organized and run by your

Provincial Executive:

President – Rachel Collishaw, Ottawa-Carleton D.S.B.

Past President – Sandy Kritzer, Upper Grand D.S.B.

First VP/Conference Coordinator – Shannon Simpson, Simcoe County D.S.B.

Second VP/Workshop Coordinator – Flora Fung, Durham D.S.B.

Secretary – Sarah Murdoch, D.S.B. of Niagara

Co-Treasurer – Mike Clare, UOIT

Conference Coordinator – Leigh MacDonald, Simcoe County D.S.B.

Publisher’s Liaison – Sandi Vander Heyden, Halton D.S.B.

Co-Treasurer – Jan Haskings-Winner, Toronto D.S.B.

Membership/Recruitment Co-ordinator & Website – John Piper, York Region D.S.B.

Conference Speaker’s Liaison – Charles Leskun, Dufferin Peel C.D.S.B.

Rapport Editor – Risa Gluskin, Toronto D.S.B.

Director/Communications – Christina Ganev, Toronto D.S.B.

Director – Martina Fasano, York Catholic DSB

Director/Publisher’s Liaison – Kerry Sagar, Halton D.S.B.

Director/Grade 7/8 Rep. – Raman Sarai, Toronto D.S.B.

Director/Workshop Coordinator – Michael Burgess, Peel D.S.B.

OHHSSCA Rep. – Allan Hux

AESHO – Jean-Francois Bertrand, Conseil des écoles catholiques du Centre-Est

Honorary Director – Alan Skeoch, Retired (founder)

YOUR OHASSTA EXECUTIVE WISHES TO THANK

Our presenters and conference participants

Click here for a GoogleDocs version of the Conference Brochure