By Sara Faulkner

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“This class taught me a lot of things, I have never liked history so much. Because I am an introverted student and have language problems, I cannot say a lot of things I want to tell you. I can clearly memorize every time you care about me, care about a quiet visa student”

Yuyan, Grade 11

Although I began my teaching career as an English Language teacher over 10 years ago, it has been some time since I’ve worked with English Language Learners (ELL). After transferring to a school with a large ELL population, I found myself underprepared for the diversity of learning needs and the challenges that faced many of my students who ranged from those with little or no English background to students who have attained a high level of English competence but still require accommodations to be successful in the History and Social Sciences program.

By Neil Orford

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Coming April 1st 2019 !!

If you cannot take your students to Normandy for ‘Juno75’ this June 6th, then be the History teacher who brings the spirit of ‘Juno75’ into your classroom!

June 6th 2019 marks the 75th anniversary of the D-Day landings in Normandy France, that started the drive to liberate Europe from Nazi oppression – and the Canadian role in Operation Overlord may be among our most enduring ‘Defining Moments’ in Canadian History!

This year thousands of Canadian students will travel to ‘Juno Beach’ to attend ceremonies on June 6th honouring the contributions of our veterans at the Juno Beach Centre – central to where 14 000 + Canadians landed seventy five years ago.  For those students, and their peers who cannot attend, Defining Moments Canada has designed a unique digital commemoration opportunity for Grade 7-12 history / social studies classrooms (in both languages) nationwide

By John Myers

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For decades I have worked with Joan O’Callaghan who like me began as a classroom teacher and through a long a distinguished career wound up teaching English Language Arts (ELA) curriculum and Instruction courses at OISE. We were both interested in looking at the world through the media- newspapers in the “old days” and “fake news” today.

Joan and I have also used our mutual complementary understandings in a number of national projects. One approach to getting students to be more “open minded” about an issue is simply to present them with alternatives that they must weigh in order to render a defensible judgement.

By Zoe Flatman

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Another successful OHASSTA Conference is now finished and it is time for reflection. As I met with people over lunch and listened to powerful guest speakers, I was reminded of the first OHASSTA conference I attended so many years ago.  I was hired for a contract position less than 1 week prior to the start of the school year and, because of the support of a great Head of Department and mentor, just 2 months later I found myself out near the Toronto airport collecting ideas and resources and meeting amazing teachers from across the province.  That was in 1991 and I have been honoured to have attended more than a dozen conferences since. While budgets and release time have become tighter and attendance is a bit more of a struggle for many teachers, I firmly believe that the annual November get together is the best PD available. 

By Risa gluskin

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I haven’t written about my attempts at inquiry with my grade 11 World History class since October, 2018 when I mused about historical perspectives on Athenian democracy. Since then, I have been in experimental mode. After the Greece and Persia unit (or perhaps toward the end of it, I can’t quite recall), I decided to switch things up considerably in my history class.