A Note About Facing History- From a Facing History Student

Posted by Shireen Afzal on April 9, 2019

“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.

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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

Going Beyond Canada 150: Memorial Design as a Course Culminating Task

Posted by Mike Elias on October 29, 2018

 

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?

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

Students speak on Canada's dark history, confronting their own biases, and the need for reconciliation

Posted by Audrey Scanlan Hannah Clark Emma Howey on May 15, 2017

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

An Alumni's Letter to the Facing History Advisory Board

Posted by Trent Dickson on January 10, 2017

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.

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Topics: Student Voices, Students, CHG

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This is where Canadian Facing History and Ourselves teachers and community members meet to share reflections, scholarship and teaching practices that will inspire, challenge and improve teaching and student learning. Our stories provide a window into diverse Facing History classrooms in Canada, and invite you into the discussion.

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