By Jan Haskings-Winner

In response to the Calls to Action in the Truth and Reconciliation, you may be looking to embed more relevant content into your History and Civics courses. You may already know that the Grade 10 History has been revised once again for September 2018. More resources will be provided to help teachers in the future.

OHASSTA developed this resource before the upcoming curriculum changes but these classroom resources are ready to go, for both Academic/Applied History and Civics. Please make a copy of all resources, rather than edit in the google doc.

Embedding Perspectives: A FNMI Exploration on Canadian and World Studies

 

FMNI graphic

Jan Haskings-Winner is ACL of Canadian and World Studies at Malvern C.I. in Toronto District School Board. 

By Sue Novak

His name is Eli.

He likes Cars. 

His favourite colours are blue and green.

He turns six on April 29. 

He would like Rainbow Bits cake and Buttercream icing.

This is a very typical description of a young boy living in Canada.  Where Eli differs from typical Canadian boys is that he lives in Pangnirtung, Nunavut.

the northern birthday box project

Birthday party box contents. http://www.cbc.ca/news/canada/windsor/facebook-groups-helps-southern-sponsors-spread-birthday-cheer-to-northern-families-1.4252895

 

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Tree of Life by Donald Chretien. The Ministry of Education is using this painting, with the author’s permission, to illustrate their https://www.ontario.ca/page/reconciliation-tree page.

 

By Raman Sarai

In response to the Truth and Reconciliation Calls to Action 62 and 63 around Education the Ontario Ministry of Education worked on revising the current Social Studies (4-6) and History (7-8, 10) curriculum.  “Revisions focus on strengthening the learning connected to Indigenous perspectives, cultures, histories and ways of knowing. This includes treaty education, the impacts of the residential school system, and the Indian Act.”

 By Charis Kelso with Kate Gatto

 YPI photo cropped

Winning YPI students at Sir Wilfrid Laurier CI

 

How can we authentically demonstrate to students that they can make a positive difference in their community? This is a question that I think every good Civics teacher should be asking themselves. The program I describe in this blog has been transformative for countless students at my school, Sir Wilfrid Laurier C.I. in Scarborough; for the culture of the school as a whole; and for me personally as an educator.

By John Myers

grade 7

Several issues ago I gave an account of how a small class of Teacher Candidates at OISE tackled the issue of incorporating new curriculum expectations by adding an Indigenous lens to existing curriculum. “Starting from scratch” seemed an appropriate title since we had constraints related to time, busy schedules, lack of detailed understanding of the issues and little access to the quality professional learning being advocated by the proponents of the curriculum changes.

I have been around long enough, been in enough classrooms, and talked to enough teachers to know that these conditions are more the norm. So, we tackled the grade seven curriculum anyways since we wanted to do the right thing. Our standard for integration was James Banks’ four approaches to multicultural education for which we provided an easy-to-read version on slideshare: https://www.slideshare.net/keziamae/multicultural-education-45874904.

Our second article in the series noted what ideas for unit, lesson, and assessment design we agreed upon. The third piece presented two overview lessons we saw as necessary for reviews or at least checks on whether students had some foundational understanding of appropriate vocabulary and the history of contact prior to grade 7. Such an overview is likely necessary for any curricular forays into Indigenous or other studies not part of what we have conventionally done. For example, how much meaning would students get out of the conscription crisis of 1917 without referring back to the history of Anglo-French relations in the previous two centuries?

As you explore the lessons below and in future issues of Rapport think about “entry points” and which level of Banks’ framework was achieved. Given what is reported and from feedback I received, something, however imperfect and incomplete, is better than nothing. I had noted from the outset of this series that for writers the hardest step is the first: putting something on a blank page.

Off to the four lessons for the first unit: New France and British North America, 1713-1800.

Lesson 1: British North America in 1713

Lesson 2: Perspectives on the Seven Years War and the Treaty of Paris

Lesson 3: Society in British North America

Lesson 4: Joseph Brant and the American Revolution