Winter / Hiver 2010 Fall / Automne 2010 Rose Fine-Meyer Theodore Christou Alan Sears Christian Laville Phil Ryan Carla L. Peck Rosemary Sadlier Stéphane Lévesque Hector Mackenzie Margaret Wells Leora Schaefer Janet Markus Includes a special edition of the Canadian Journal for Social Research (Vol. 3 No. 2 2010: Measuring Racism) - joint issue with the Canadian Race Relations Foundation’s DIRECTIONS Comprend une édition spéciale de la Revue canadienne de recherche sociale (Vol.3, numéro 2, 2010 : Quantifier le racisme) et de DIRECTIONS, revues publiées conjointement avec la Fondation canadienne des relations raciales Winter / Hiver 2010 3 37 Introduction Black History Teaching High School History in Ontario / Rosemary Sadlier L’enseignement de l’histoire au secondaire en Ontario Jan Haskings-Winner 42 On Historical Literacy: 8 Learning to Think Like Historians Positioning Women’s Narratives in Canadian Stéphane Lévesque History Course Materials Rose Fine-Meyer 47 Does History Mean Always Having 17 to Say You’re Sorry? Rapprochement: Toward an Inclusive Approach to History Hector Mackenzie and Citizenship Education in Canada Theodore Christou and Alan Sears 51 Facing History and Ourselves 22 Margaret Wells and Leora Schaefer L’histoire enseignée au Québec, l’histoire enseignée au Canada : 1995 et 2010 54 Christian Laville Art and History: Creating a Vision of the Past 28 Janet Markus Beware “Shared Memory” Phil Ryan 32 What’s in your Top Ten? Ethnic Identity and Significance in Canadian History Carla L. Peck Canadian Issues is published by Thèmes canadiens est publié par Canadian Studies Program Programme des études canadiennes PreSident / PréSidentE Canadian Issues / Thèmes canadiens is a quarterly publication of the Associa- Minelle Mahtani, University of Toronto tion for Canadian Studies (ACS). It is distributed free of charge to individual Outgoing PreSident / PréSident Sortant and institutional members of the ACS. 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Director of RESearch / Directeur de recherche Siddharth Bannerjee Canadian Issues / Thèmes canadiens bénéficie de l’appui financier du Director of CommunicationS/ Directrice de communicationS Gouvernement du Canada par le biais du Programme d’études canadiennes Julie Perrone du ministère du Patrimoine canadien pour ce projet. LETTERS/COURRIER EDITOR-IN-CHIEF / RÉDACTEUR EN CHEF Jack Jedwab Comments on this edition of Canadian Issues ? MANAGING EDITOR / DIRECTRICE À LA RÉDACTION Write to Canadian Issues Sarah Kooi Letters, ACS, 1822A Sherbrooke Street West, Editorial ASSISant / ASSIStantE éditoriaL Montreal, Québec, H3H 1E4. Or e-mail us at <[email protected]> Marie-Kristine Landry & Fiona O’Connor Your letters may be edited for length and clarity. TranSlation/Traduction Des commentaires sur ce numéro ? Julie Perrone Écrivez-nous à Thèmes canadiens DESIGN / GRAPHISME Bang Marketing : 514 849-2264 • 1 888 942-BANG Courrier, AEC, 1822A, rue Sherbrooke Ouest, Montréal (Québec) H3H 1E4. [email protected] Ou par courriel au <[email protected]> Vos lettres peuvent être ADVERTISING / PUBLICITÉ modifiées pour des raisons éditoriales. [email protected] 514 925-3099 ACS ADDRESS / ADRESSE AEC 1822, rue Sherbrooke Ouest, Montréal (QC) H3H 1E4 514 925-3096 / [email protected] INTRODUCTION: TEACHING HIGH SCHOOL HISTORY IN ONTARIO Jan Haskings-Winner, President OHASSTA, Instructional Leader (History and Contemporary Studies), Toronto District School Board. OHASSTA is pleased to partner with the Associa- are introduced into the classrooms, the more likely the tion for Canadian Studies to produce a special edition of students are to become engaged in their own history. There the Canadian Issues publication on the theme of is no reason for teachers not to include the histories of “Canada’s Diverse Histories”. This publication provides women’s experiences, workers’ experiences or immigrant insights into current debates over how best to deal with stories. As Carla Peck has noted in her essay, “Studying the issues of diversity in constructing the Canadian historic relationship between ethnic identity and the construction narrative. It seeks to address some key questions around of historical narratives can help students, teachers and diversity and history teaching. researchers understand some of the reasons why people Does historical content matter when you teach have different interpretations of the past.” history? Whose history is and should be taught in high Over the past year at the same time that I have been schools, given that it may be some students’ last experi- teaching at the University of Toronto, I have had the ence with the subject in a curriculum? opportunity to visit several of the province’s history class- The theme “what is history” offered by this edition’s rooms. I observed that the province’s compulsory grade 10 contributing authors speaks to the important ongoing history course, whose lesson plan begins in 1914 results in debate about national histories. Exploring the notion that class that continue to study World War I well into the history is not one story, but many, and that our own iden- semester (Ontario, Canadian and World Studies 2005, tities may play a role in the way we construct history, p.45). As Phil Ryan noted in this edition of Canadian provides interesting insight into the discipline. Issues,“Beware Shared memory”, “Canada’s military How well are our teachers prepared to address issues history is an effort to bring together two solitudes that we of diversity in the history curriculum? Most teachers who cannot bridge any other way. War and memory are as teach high school history in Ontario have completed at closely linked today at they ever were… the apotheosis of least two history courses in university. Pre-requisites for Vimy Ridge, which has morphed from a generally teaching history range from completing a minimum of forgotten battle to represent “the birth of a nation” (Ryan). two courses at the University of Toronto (three courses is A second approach to engaging the high school the current requirement), to five courses at several other student in history is by creating opportunities that Ontario universities. There is considerable focus on encourage students to demonstrate their learning in a content and story, with the expectation that the diversity of performance tasks. These can include the undergrad will know how to analyze and make connec- traditional essay or test, but can further extend to creative tions. However, the challenge most teachers face in their ventures that incorporate drama, art, and technology, 21st century classrooms is the fact that the lecture model effectively allowing them to “do” history. “A classroom does not produce the desired degree of understanding of filled with student posters may suggest that students have history, culture, or historical context among the students. engaged