Join us November 1-2, 2019 at McMaster University in Hamilton, Ontario for our annual conference!


Thinking Classrooms: Thinking Citizens

To view our brochure click here

Registration is now open!

Our workshops are as always, hands-on and engaging, and will support your history, politics, economics, law, and social science students. We look forward to seeing you at the conference this year!

Conference Brochure 2019

Thinking Classrooms: Thinking Citizens

November 1-2, 2019

McMaster University Student Centre (CIBC Hall)

This conference is made possible with the generous support of The Collaborative, a McMaster-based project to connect teachers and post-secondary educators in the Social Sciences and Humanities in meaningful ways to support inquiry in the classroom.

Friday, November 1, 2019

4:00 - 6:00 pm - Digital Scholarship and the Maker Space 

6:00 - 8:00 pm- Full dinner at the Sherman Centre for Digital Scholarship

Friday Venue: 

Sherman Centre for Digital Scholarship in the Mills Memorial Library, 1280 Main St. W.,  Hamilton, ON L8S 4L6

Saturday, November 2, 2019   

7:00 - 9:00 am Registration

7:30 - 9:00 am Breakfast 

9:00 - 9:15 am Welcome, Presidential Address & Greetings from Chancellor of McMaster Madame Santee Smith

9:15 - 10:15 am Keynote Speaker- OHASSTA Leadership Award Winner, sponsored by Explorica Cecil Foster

10:15 - 10:45 am Publishers 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


Saturday venue: McMaster University Student Centre, CIBC Hall, 3rd floor

Venue Information:

All events will be on campus at McMaster University in Hamilton Ontario. Parking is available in Lots B and C for a flat rate of $8 per day. See McMaster Parking for more information.

McMaster is accessible by GO Bus services from throughout the Greater Toronto Area and from Pearson International Airport.


Conference Registration Fees


Full Conference Price      $225 - Includes 3-course meal and special digital scholarship event on Friday evening

Saturday Only                  $155 - Includes all speakers, workshops, resource fair and breakfast, lunch and afternoon refreshments

Student Teacher                $85

Student 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 2019 conference.

Student teachers will be charged a special reduced fee of $50 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 Saturday, November 2nd.

Any questions should be sent to This email address is being protected from spambots. You need JavaScript enabled to view it. 


If you have questions, please email Jan Haskings-Winner This email address is being protected from spambots. You need JavaScript enabled to view it.


By Rachel Collishaw

Welcome back to another school year! I have already heard from many of our members who are excited to put their summer learning to work. I am also excited for all of the new relationships that you are going to build with your students and colleagues this year. If we support each other, we can better support our students’ learning. I hope that OHASSTA can be a haven of support and learning for you in what promises to be a challenging school year ahead.

It’s been a busy summer for OHASSTA! We started off with the Wilson Institute Retreat for Teachers in July at McMaster University. Thanks to Mike Clare and John Piper for putting this new event on and taking care of the details. There was a lot of food for thought about teaching and learning of history from both academic and practical perspectives. There was also a lot of time for great meals and conversations and relationship-building!

As your president, I have been continuing to work with The Collaborative, a not-for-profit organization that aims to connect teachers and post-secondary educators through an innovative online platform. The goal is to bring experts in the social sciences into your classroom to support your students’ inquiry. The Collaborative is supporting our fall conference this year in so many ways, and you’ll be able to find out more about how you can get involved in this emerging project at our conference November 1-2 at McMaster University.



Dr. Rose Fine-Meyer

OISE, University of Toronto


Welcome back to another school year! I hope it is a positive year for everyone. I am thrilled to be writing a column this year about where to access women’s historical narratives for your history courses, and how you might incorporate them in new ways. Women are half the population, but do not receive half the focus in history courses. The work to include women in history courses relies heavily on teacher commitment but there are plentiful resources available and I hope this column will provide some good resources and a few ideas of how they might work.

So in honour of Labour Day and a return to our classrooms, this column will focus on women and labour. Women have always worked both inside and outside the home. In pre-colonial societies, Indigenous men and women shared invaluable roles within their societies.  European culture established that men were superior to women and settler socialites embraced similar gender divisions. Patriarchy lessened the traditional, honoured, and respected roles Indigenous women had as leaders in their communities.

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By Risa Gluskin

Everyone seems to have an opinion on credit recovery. I’ll stick to my experience.

I’ve been teaching credit recovery for about five years. Wow, is it difficult! Last semester, I had students doing grade 9, 10, and 11 English, ESL C and D and Canadian History. Please note: I am not an English teacher. Two years ago, I recovered grade 12 Food and Nutrition, grade 12 Law, grade 12 English, ESL B, and even a bit of grade 11 college Math.

Given the nature of the students that I select for credit recovery, ones who are vulnerable in many ways, not just short a credit here or there, massive amounts of patience are required. Many of us know that credit recovery sometimes means an empty or nearly empty classroom. There’s a lot of waiting around for students to decide to come. When they do decide to show up, the welcome can’t be all about “where were you?” It has to be “so glad you’re here.” I sometimes throw “finally” in there, too, because I’m human. However, an increased level of patience has sunk into my regular classroom teaching. Where I used to be quite huffy about kids missing a few classes in a row, now I am more likely to calmly see it as challenge to try to master. After all, I want them to stay. We need them to stay in our subject area.



By: John Myers

In the 1970s the Ontario government reshaped our now CWS curriculum to recognize the emerging multicultural reality of the province and the country. My involvement in this as a young teacher can be read in Myers (2006). In addition to looking at immigration history we looked at the phenomenon of residential schools in the old Man in Society class. As a retired colleague, Pat Baker from Leaside High School, noted last year, we did a lot of heavy lifting back then. Materials beyond the textbook were scarce and often written for university courses and more academic audiences rather than senior elementary and junior high school students. There were also large gaps in our public knowledge of portions of our history such as the many threads in the Black experience throughout Canada or the "Sixties Scoop". There was also resistance from a generation used to the primacy of chronological political-military history of the influence of British and French settlers.