This resource list is part of a blog titled, Engaging as Co-Conspirators in Anti-Racism Work, which is a statement about our commitment as the staff of Facing History and Ourselves Canada to our mission to stand up against bigotry and racism. The Facing History and Ourselves Canada team have been reading, watching, and learning from the following resources. This is by no means an exhaustive list and we would love to hear from you what you are reading, and who are the voices that you are learning from.
As an organization, our mission is to use the lessons of history to challenge teachers and students to stand up to bigotry and hate. In this blog post, we share our learning (thus far) about how we can work to be anti-racist educators in hopes that this approach, the ideas, and the resources we’ve found helpful in our learning will be helpful to you, your colleagues and the students you teach.
Earlier this week, it came to our attention that the supports that we have been offering to Canadian educators seeking to address the murder of George Floyd, and Canada's anti-Black racism with students aren't as accessible and visible as they should, and need to be.
This video is the first part in a four part webinar series featuring Jasmine Wong in conversation with Lorrie Gallant.
This series of blog posts explores stories and teachings that Lorrie Gallant shares about the purpose and importance of territorial acknowledgments and treaties. They are based on a recorded webinar from March 18 2020. Lorrie is a writer, illustrator, storyteller, visual artist, educator, Expressive Arts Practitioner, born and raised on Six Nations of the Grand River Territory in Ontario.
These posts and activities have been written for students to explore as part of a virtual learning community.
Claire Ahn, an Assistant Professor of Multiliteracies in the Faculty of Education at Queen’s University, provides a framework to engaging students in film analysis (in the classroom and online) as well as access to film units and resources.
Facing History's 'Close Viewing Protocol' is also a great resource that explores questions surrounding what the filmmaker is trying to convey, the choices the filmmaker has made, the role of images, narration, editing, and sound, and what the film’s purpose might be.
This workshop engages students in creating poetry through reflecting on personal connections to place. Stories and history are everything- they are how we understand the world around us and our experiences. Now more than ever we are forced to think about the spaces we inhabit. While we may be losing a sense of community, or a sense of self, as we move into physical isolation there remains a way in which we can deepen our thinking about space and belonging.
Look out for tips marked by an asterisk (*) on how to virtually facilitate this interactive poetry workshop.
If you have ever travelled to Brantford Ontario Canada, you might have been excited to visit the home of Alexander Graham Bell to learn about the invention of the telephone. You might have come for a hockey tournament and had the privilege of meeting Hockey Legend Wayne Gretzky’s father Walter, who loves hanging out at the rinks. You may have picked up brochures with beautiful pictures of the Grand River or did research about Joseph Brant, who was the negotiator between the Mohawk and British during the American Revolution. But you might not know that Brantford is the home of the first residential school in Canada; that the building still stands with the names of children carved into the bricks and that it is one of the few residential school buildings still standing in Canada.
Over the past number of years, I have developed quite a lot of love for Facing History and Ourselves. So much so that I thought this Valentine’s Day I would share my love to other educators by sharing five incredible resources, approaches and strategies that Facing History and Ourselves has to offer that I hope will be a gift to fellow teachers and to your classrooms.