What can we do to support students during unpredictable and challenging times? How can we create communities where people hear and see each other, treat each other with dignity and respond together as a community? In this blog post, which borrows much of its content from the Back to School with Current Events teaching idea, we will share resources and approaches for addressing current events in the classroom during the first few days of school.

Topics: Back-To-School, Student Voices, current events, Upstander

“Those who do not learn history are doomed to repeat it.” How many of us have heard this quote or a variation of it? Sayings like these are repeated so often nowadays that they have lost meaning. People will complain, “I don’t need you to lecture me, I already know all this,” “The past is the past, leave it behind where it belongs,” or a blatant dismissal from those who are so cemented in the now, that they refuse to see the truth right in front of them.

Topics: Student Voices, Choosing to Participate, Armenian Genocide, Students, Facing History and Ourselves, Holocaust Education, Rwanda, Student Work, Genocide and Crimes Against Humanities Course, Equity in Education, Facing Canada

 

Why is studying history relevant?

Canada Day, Independence Day, Bastille Day. Theses are days of celebration. People gather, wave flags, watch fireworks, and enjoy a long weekend in celebration. But what exactly are these days in celebration of? Why do we mark particular days with significance? Are these days equally as important for all people? Why do we honour the people we do? Are these people significant for all groups and generations? Can we change the way we remember individuals or honour new ones in light of new information?

Topics: Student Voices, Holocaust Education, Memorial, Student Work, legacy, Grade 10 History, CHC, Black History, Decolonizing Schools, culminating

By studying the historical development of the Holocaust and other examples of genocide, students make the essential connection between history and the moral choices they confront in their own lives. Erin Ledlow helped the students in her Genocide and Crimes Against Humanity class make these connections, and incite real change in their thinking by creating a safe space for students to explore the difficult history of Canadian Residential Schools using Facing History pedagogy, Stolen Lives, and inviting survivor Geronimo Henry to help students draw these connections, and reflect on themselves.  The following is an excerpt of an interview from three students who were part of the class and this incredible learning process.

Topics: Student Voices, Residential Schools, stolen lives, facing history pedagogy

A Facing History teacher knows the positive impact the Genocide and Crimes against Humanity course can have on a student, when taught using Facing History and Ourselves methodology, strategies and resources. If you are new to Facing History, or are interested in learning more, one of the most important advocates we have are the students themselves.  The following is a letter from Trent Dickson, Facing History alumni.

Topics: Student Voices, Students, CHG