Sadly, summer is over. Don't fret too much - Rapport is back. This week's blog posts are back-to-school-ready for history and social science teachers. Every two weeks (or thereabouts) I'll have new posts for you, including regulars such as "Doing History" and book reviews. 

Don't forget about OHASSTA's upcoming conference, Nov. 16 and 17 in Ottawa. The conference brochure will be coming out soon.

As always, if you'd like to write for Rapport or have a comment, please email me, Risa Gluskin, your editor, at This email address is being protected from spambots. You need JavaScript enabled to view it..

Have a wonderful school year and best of luck.

Risa

good luck2

By Risa Gluskin

 

I’m not a fan of traditional icebreakers such as name games or scavenger hunts. However, I have two trusted icebreaker activities that have set up my new classes with great success.

Teacher in a Box

Teacher in box

By Scott Masters

Henry Chu with Amanda Lee and Max Ahn (courtesy of Scott Masters)

 

History never stops…and it’s not just the big events that make up history.  Everyday people living their lives are part of history – at times they endure unspeakable trauma, but they also live through uplifting times, and they make sacrifices that shape their personal history and the larger collective narrative.  That’s what the Crestwood Oral History Project  (COHP) is all about – connecting to those stories by speaking to the people who lived them.  People like to tell their stories – it’s a basic human trait – and Crestwood’s approach is storytelling by another name.

By John Myers

 

This project began when during the November 2016 practicum, as TCs (Teacher Candidates) were in schools, the Ontario Ministry came out with its new resource guides First Nations, Métis, and Inuit Connections: Scope and Sequence of Expectations. One document was for grade 9-12 and 1 for grade 1-8.

By Peter Kear,  BA (Hons), MEd, OCT

Peter Kear's mother and grandparents, Kingston, Nov. 1914. Pte. Henry Herbert Goss was "killed in action" at the Ypres Salient, June 24, 1916. 

 

My career as a secondary school history/civics teacher began the year after the Toronto Maple Leafs last won the Stanley Cup, and the year that Trudeaumania was sweeping across Canada.

1968 was also significant and controversial in Canadian history education.  In that year, the National History Project in its publication, What Culture? What Heritage? A Study of Civic Education in Canada, stated that “Canadian history in our schools is a bland consensus story, told without the controversy that is an inherent part of history … a too-nice, straight forward, linear, dry-as-dust account of uninterrupted political and economic progress.”

To help address this perceived “bland consensus story” in history education – as well as in other subject areas – 1968 witnessed the publication in Ontario of the ideologically progressive Hall-Dennis Report, Living and Learning, that advocated scrapping a teacher-centred and rote-learning model of education for a more student-centred, inquiry-based curricula model.