tag:blogger.com,1999:blog-76721679299861740182024-02-19T10:53:43.658-04:00Cynthia's Heritage Education Blog - A View from the Picture Province...Unknownnoreply@blogger.comBlogger98125tag:blogger.com,1999:blog-7672167929986174018.post-71788741360037425482022-09-21T10:59:00.001-03:002022-09-21T10:59:40.674-03:00Nancy's Story Teaching Resource<p><span style="font-family: inherit;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih6d-nc4OkpYn_OwUgdJTwqcSwyfSGJNMu4lVIT93NKM_n_ZXdpqwC5hmfp99-PthMdmeWJGdAMehp0yzufybjL0pmCgMbskqqaJN0p0sbLq6t6aV7g3nSmrFTdu7UrQoaUspvy76pxju9tSZcm6-AY8T7CmsZpbAsIc0gdDh_i4Xpzi5BOlbKzw/s3300/Nancy%20Guide_Page_01.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="3300" data-original-width="2550" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEih6d-nc4OkpYn_OwUgdJTwqcSwyfSGJNMu4lVIT93NKM_n_ZXdpqwC5hmfp99-PthMdmeWJGdAMehp0yzufybjL0pmCgMbskqqaJN0p0sbLq6t6aV7g3nSmrFTdu7UrQoaUspvy76pxju9tSZcm6-AY8T7CmsZpbAsIc0gdDh_i4Xpzi5BOlbKzw/s320/Nancy%20Guide_Page_01.jpg" width="247" /></a></span></div><span style="font-family: inherit;">By Cynthia Wallace-Casey, PhD <br />University of Ottawa<br /></span><span style="font-family: inherit;">Honorary Research Associate<br /></span><span style="font-family: inherit;">Fredericton Region Museum </span><p></p><p><span style="font-family: inherit;">This Education Guide is intended to complement the short Heritage Fair video prepared by the Fredericton Region Museum, entitled “The Slavery Trial of Nancy, February 4-8, 1800”. The purpose of this material is to enhance your students’ learning experience, and to help create awareness that slavery really did happen here in New Brunswick. </span></p><p><span style="font-family: inherit;">Nancy’s powerful story of human bondage is rarely shared in the classroom, due to the disturbing nature of the language of the time, and the cruel realizations that New Brunswick’s colonial past has been far less than ideal. Nancy’s story, however, gives us all reason to pause and reflect upon equality, liberty, justice, and freedom. </span></p><p><span style="font-family: inherit;">Before viewing the video, please discuss the language and concepts students will encounter. Inside this guide you’ll find information to assist, as well as transcripts of the archival evidence presented in the video. You will also find guiding questions designed to lead your students in thinking about the Historical Significance of Nancy and her trial. <a href="https://drive.google.com/file/d/1Hs0cLN7EObjVuGlbGknOr09yMltbmmX4/view?usp=sharing" target="_blank">Read more...</a></span></p><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-20350960834088461332022-09-21T10:46:00.005-03:002022-09-21T11:00:38.598-03:00Remembering and Reconciliation: Teaching and Learning the Legacy of Residential Schools in Canada<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpc8dDJLZqTgyHSfkBJ8qCRHVotLb22N0O0sMbmlV6uiFz3Dc9xQ0H3m1rW8et7K7rnwGbLrrt_c1oBCgbR5-Ua-cyp01RInl_BZZumL6xpt4Fz1NAEPdMUafIaIYmfpTeS4ktcq5UCv-bpyN8RRSfTcAltmh-vHKCBm7brcQz5KBCvOWm9l2DUg/s299/herj.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="299" data-original-width="200" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpc8dDJLZqTgyHSfkBJ8qCRHVotLb22N0O0sMbmlV6uiFz3Dc9xQ0H3m1rW8et7K7rnwGbLrrt_c1oBCgbR5-Ua-cyp01RInl_BZZumL6xpt4Fz1NAEPdMUafIaIYmfpTeS4ktcq5UCv-bpyN8RRSfTcAltmh-vHKCBm7brcQz5KBCvOWm9l2DUg/s1600/herj.png" width="200" /></a></div>By Cynthia Wallace-Casey, PhD <br />University of Ottawa<div><br /></div><div>History Education Research Journal, Volume 19, Number 1, 29 April 2022, pp. 1-18:<div><br /></div><div><b>Abstract:</b> In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating somewhat in parallel to these reforms, social studies curricula across Canada have undergone substantial revisions. As a result, historical thinking is now firmly embedded within the curricula of most provinces and territories. Coupled with these developments are various academic debates regarding public pedagogy, difficult knowledge and student beliefs about Canada’s colonial past. Such debates require that researchers develop a better understanding of how knowledge related to Truth and Reconciliation is currently presented within Canadian classrooms, and how this may (or may not) relate to historical thinking. In this paper, I explore this debate as it relates to Indian Residential Schools. I then analyse a selection of classroom resources currently available in Canada for teaching about Truth and Reconciliation. In so doing, I consider how these relate to Peter Seixas’s six concepts of historical thinking (Seixas and Morton, 2013), as well as broader discussions within Canada about Indigenous world views, historical empathy and Reconciliation. <a href="https://uclpress.scienceopen.com/hosted-document?doi=10.14324/HERJ.19.1.04" target="_blank">Read more...</a></div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-11167350219618374262022-01-11T18:21:00.001-04:002022-01-18T19:10:37.258-04:00 Two-Volume Black History Special Edition Publication<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEh68YkIWaJB4opVQZMg7tWRCG7g_-X8EqU0mxcQierJY-kc-3B0sv5esYG4mgSLTNlKHppbbjxw4nuFr2sKfJH_FyYgCRbEjNGDC1CvT7P0vDCe23we9qXHOtEvJ03O9KnxXkmGVPkcIWbZU3imTIgXjkqEibvfXLKxAlQ4-ey6LPFOdqsoyxBMCQ=s804" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="804" data-original-width="800" height="200" src="https://blogger.googleusercontent.com/img/a/AVvXsEh68YkIWaJB4opVQZMg7tWRCG7g_-X8EqU0mxcQierJY-kc-3B0sv5esYG4mgSLTNlKHppbbjxw4nuFr2sKfJH_FyYgCRbEjNGDC1CvT7P0vDCe23we9qXHOtEvJ03O9KnxXkmGVPkcIWbZU3imTIgXjkqEibvfXLKxAlQ4-ey6LPFOdqsoyxBMCQ=w199-h200" width="199" /></a></div><br />Guest editor: Cynthia Wallace-Casey, PhD <div>University of Ottawa </div><div><br /></div><div>It’s been an honour to participate in the development of this two-volume series of <i>The Officers’ Quarters</i>, devoted to Black history in New Brunswick. When I was first invited to embark on this journey in 2019, those of us at the Fredericton Region Museum were amazed at what little representation of Black history existed within the museum’s walls. Certainly, significant groundwork had already commenced in 2017, however, with the publication of a special Black History edition of <i>The Officers’ Quarters</i>. Thanks to guest editor Mary Louise McCarthy-Brandt, and the York-Sunbury Historical Society publication team, the stage was set to explore lesser-known aspects of Fredericton’s past. In that issue, readers were introduced to the historic slavery trial of Nancy; as well as descendants of Black Loyalist Solomon Kendall who lived on “The Hill” in Lower Queensbury. Readers were also reminded of the extraordinary significance of St Peter’s Church in Springhill, where there existed an “equality in Christ” rarely witnessed in Canadian history. This landmark publication left many of us wanting to learn more. </div><div><br /></div><div><span><a name='more'></a></span>So it was that in 2019 a group of us came together, to share ideas, explore avenues of research, and invite others to contribute their knowledge towards developing a permanent exhibition for the Fredericton Region Museum about the history of Black settlers in York-Sunbury counties. Our intent was to establish a permanent space that would counter existing narratives within the museum, where the richness of Black history had been almost completely overlooked. </div><div><br /></div><div>Then something terrible happened that shock the foundation of our world. Through live media streaming, North America witnessed the cold-hearted and merciless murder of George Floyd, at the hands of Minneapolis police. This was followed by several police shootings in Canada, resulting in the tragic deaths of D'Andre Campbell and Regis Korchinski-Paquet (to name only a few). Enough was enough. It seemed that no longer was our purpose to simply reveal a lesser-known aspect of Fredericton’s past. As Canadians cried out that Black Lives Matter, there also arose a unified desire to learn more about the roots of slavery, racism, and oppression in our nation. In this context we felt more determined than ever to see this exhibition project though to completion. Frederictonians needed to know that Black Lives Matter in the past as well as the present. The results of our research, and those of our colleagues, are presented here within these two volumes—as our sincere contribution to righting Canada’s wrongs. </div><div><br /></div><div>Since the arrival of Black Loyalists in 1783, there have been settlers of African descent who have contributed greatly to the development of New Brunswick. Working ever so silently, without recognition or applause, families and communities have banded together to contribute in significant ways to the social enfranchisement of themselves and their neighbours. In these two volumes you’ll learn their stories—braided together as witness to determination, perseverance, and self-empowerment. I invite you to reflect upon the history presented here, as well as in the accompanying museum exhibit entitled Our Black History: Early Black Settlers of York-Sunbury Counties, 1783 – Present, which opens on National Emancipation Day, August 1, 2021. Think about how you might change your own perspective on the past as well as the present. </div><div><br /></div><div>As both Mary Louise McCarthy-Brandt and Graham Nickerson explain in their thoughtful commentaries, it is imperative that historians listen to the silences, and recognize the gaps in New Brunswick’s history—gaps that have led to a sense of unbelonging in museums like the one where we have undertaken this project. In 2020, the Canadian Museum Association called for museums to “recognize the legitimate aspirations, indeed rights of those communities historically denied equal and full access to speak and be heard” . I believe that the contributing authors herein have each in their own way responded to this call. How will you respond?</div><div><br /></div><div>I am indebted to Mary-Louise McCarthy-Brandt, Jennifer Dow, and Graham Nickerson, who were the core members of this curatorial team and contributed greatly to the development of this journal series:</div><div><br /></div><div><b>Volume 37 content:</b>
• Cynthia Wallace-Casey, PhD - Editorial Introduction
• Mary Louise McCarthy-Brandt, PhD – Diasporic Narratives: Lived Experiences of Canadians of African Descent in Rural New Brunswick
• Kathie McAlpine, MD, MPH, MS - Mary Matilda Winslow’s Legacy: “My Activities since Leaving UNB”
• Julia Sheehan – Esther Taylor Burgess and St Peter’s Church
• Cynthia Wallace-Casey, PhD – A Tale of Three Quilts: Honouring a Quilting Legacy
• Mary Louise McCarthy-Brandt, PhD - An Interview with June Carty (June 17, 2020)
• Lawrence Hill – Freedom Bound: The Book of Negroes
• Rhonda Simmons – Black Outsiders </div><div><br /></div><div><b>Volume 38 content:</b>
• Cynthia Wallace-Casey, PhD - Editorial Introduction
• Graham Nickerson – The Long Walk to Sierra Leone: A Black Loyalist Diaspora
• Sheryl Bartlett - Adam Wise and the former Black Community of Lake George
• Greg Marquis,PhD - Black Migration and the Civil War: The Story of George Henry Albert and Rebecca Wise Albert
• Kieran Valk – Dubious Labeling: The Case of Two New Brunswick Collars
• John W. Lutz - Manny McIntyre: Elite Athlete & Sports Icon (1918-2011)
• george elliot Clarke, PhD – Approaching “Hammertown”; or, discovering George & Rue
• Rhonda Simmons – Black Outsiders </div><div><br /></div><div><b>Copies can be purchased online via the Fredericton Region Museum: <a href="https://bit.ly/33pxfHo">https://bit.ly/33pxfHo
</a></b></div><div><br /></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-7672167929986174018.post-9501198361467953922021-02-02T17:45:00.002-04:002021-02-02T17:52:01.089-04:00Les Collections et les études sociales du N.-B.<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAqb0rwwwFdRaH24IkE3D6_lyUUqZFc9iS1O-xZa_6tphTwXrZmHusBG8Ir5GbyBYKgfJHtHEYpgQHeJ8tpDJy0BpQdMtXXOuYfkitb_8C4APIRXGbfvS27tJUPmcrYP3DkHhv376eLw/s800/webinar-23917988-ss-1920-800x450.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="800" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAqb0rwwwFdRaH24IkE3D6_lyUUqZFc9iS1O-xZa_6tphTwXrZmHusBG8Ir5GbyBYKgfJHtHEYpgQHeJ8tpDJy0BpQdMtXXOuYfkitb_8C4APIRXGbfvS27tJUPmcrYP3DkHhv376eLw/s320/webinar-23917988-ss-1920-800x450.jpg" width="320" /></a></div><br /><span style="font-family: inherit;"><b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;"><b>Webinare </b>Association Patrimoine Nouveau-Brunswick </b><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">27 janvier, 2021 </b><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Facilitatrice: Dr. Cynthia Wallace-Casey, Universit<span style="color: black; font-family: "Times New Roman"; font-size: medium;">é</span> d'Ottawa</span></span><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Ce webinaire aider à combler le fossé entre les éducateurs et les professionnels de musée au profit des jeunes. Les experts du musée apprendront à travailler avec les éducateurs en fonction des programmes actuels pour exciter les jeunes d’aujourd’hui à propos de L’histoire du N.-B. Afin qu’ils comprennent et/ou se connectent à leur passé et à leur communauté. <a href="https://amnb.adobeconnect.com/pcu1kfa5oo86/">Retrouvez l’enregistrement ici….</a></span></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-7672167929986174018.post-84037896961197682532021-02-02T17:10:00.003-04:002021-02-02T17:49:51.994-04:00Museum Collections and NB Social Studies: Bridging the Two<span face="verdana, sans-serif" style="background-color: white;"><div class="separator" style="clear: both; font-size: 14.4px; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAqb0rwwwFdRaH24IkE3D6_lyUUqZFc9iS1O-xZa_6tphTwXrZmHusBG8Ir5GbyBYKgfJHtHEYpgQHeJ8tpDJy0BpQdMtXXOuYfkitb_8C4APIRXGbfvS27tJUPmcrYP3DkHhv376eLw/s800/webinar-23917988-ss-1920-800x450.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="800" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAqb0rwwwFdRaH24IkE3D6_lyUUqZFc9iS1O-xZa_6tphTwXrZmHusBG8Ir5GbyBYKgfJHtHEYpgQHeJ8tpDJy0BpQdMtXXOuYfkitb_8C4APIRXGbfvS27tJUPmcrYP3DkHhv376eLw/s320/webinar-23917988-ss-1920-800x450.jpg" width="320" /></a></div><br /><span style="font-family: inherit;"><b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Association Heritage New Brunswick Webinar</b><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><b style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">January 20, 2021 </b><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><br style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;" /><span style="background-color: #fff9ee; color: #222222; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 15.4px;">Facilitator: Dr. Cynthia Wallace-Casey, University of Ottawa</span></span></span><div><span face="verdana, sans-serif" style="background-color: #fff9ee;"><span style="font-family: inherit;"><br /></span></span></div><div><span face="verdana, sans-serif" style="background-color: #fff9ee;"><span style="font-family: inherit;">In this webinar I demonstrate ways to bridge the gap between educators and museums - to benefit young people. Museum experts will learn to work with educators (based on the current curricula) to develop programs that excite youth about NB History, as well as connect to classroom needs. </span></span><span style="font-family: inherit;"><span face="verdana, sans-serif" style="background-color: #fff9ee; border: 0px; color: #e24500; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"> </span><a href="https://amnb.adobeconnect.com/p2x51jb1n1g1/" style="background-color: #fff9ee; border: 0px; color: #e24530; font-stretch: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; line-height: inherit; margin: 0px; padding: 0px; text-decoration-line: none; vertical-align: baseline;"><span style="border: 0px; color: blue; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Access the webinar here</span></a></span></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-7672167929986174018.post-63505736384842522982021-01-27T14:31:00.011-04:002021-03-02T18:00:17.655-04:00RAN AWAY: The Slavery Trial of Nancy <div><span style="font-family: inherit;">By Cynthia Wallace-Casey, PhD </span></div><div><span style="font-family: inherit;">Honorary Research Associate</span></div><div><span style="font-family: inherit;">Fredericton Region Museum</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">It wasn’t until 1834 that slavery became illegal in New Brunswick. Up until that year, people could be bought or sold as property, with they and their children receiving no hope of freedom for as long as they lived. A typical bill of sale would be worded as such: </span></div><div><span style="font-family: inherit;"><br /></span></div><div><blockquote style="text-align: left;"><span style="font-family: inherit;">This Indenture witnesses that for and in the consideration of the sum of fifteen pounds New Brunswick currency paid me, I do hereby bargain, sell and deliver unto my son John, a negro boy named Sippeo to be his property and his heirs and successors during the life of the said negro, the receipt of which money from the said John HARDING I do hereby acknowledge; and I, the said George HARDING, do also warrant the said property against all claimants whatsoever.
In witness whereof I do hereby set my hand and seal at Maugerville, this eighth day of July in the year of our Lord 1797. –
Be It remembered that on the tenth day of February 1802, personally appeared before me the above named George Harding and acknowledged the above signature to be his hand and seal and that he delivered the above instrument for the above mentioned purposes.
Elijah MILES, J.P. <font>[1]</font><font></font></span></blockquote></div><div><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><br /></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8JnwiGqb7wUizaiWcvvugkdRvrDTPMvKO1xg3t-36mQw7Kkw6abLKulyjPPl0pqZRGS-CmUe-DGUXN5fZu_LKRWXxpbY_PHIAPlz5nztsCB1Zlee9KxPjoiivH9i4l6SsP1VWYFjPk4g/s949/Img_7215-2.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="949" data-original-width="937" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8JnwiGqb7wUizaiWcvvugkdRvrDTPMvKO1xg3t-36mQw7Kkw6abLKulyjPPl0pqZRGS-CmUe-DGUXN5fZu_LKRWXxpbY_PHIAPlz5nztsCB1Zlee9KxPjoiivH9i4l6SsP1VWYFjPk4g/w198-h200/Img_7215-2.jpg" width="198" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span>Abolitionist coin (Credit: Joe Gee,<br />New Brunswick Black History Society)</span><br /><br /></td></tr></tbody></table>Many prominent Loyalists were slave-owners—including the first Mayor of Saint John Col. Gabriel G. Ludlow, as well as Col. Edward Winslow, Major John Coffin, Rev. Jonathan Odell, Cpt. William Bailey, and Cpt. Stair Agnew. Historian Watson Smith has estimated that more than 400 “servant” slaves were brought to the region between 1783 and 1784. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">By the turn of the century, however, the anti-slavery movement had become very active in this province. Two of the leaders in this initiative were Saint John lawyers Samuel Denny Street and Ward Chipman. In 1800 they challenged the legality of slavery in New Brunswick by bringing to trial the case of Nancy, an individual who had been enslaved for more than fourteen years. <span><a name='more'></a></span></span></div><div><span style="font-family: inherit;"><br /></span></div><h3 style="text-align: center;"><b><span style="font-family: inherit; font-size: small;">Tuesday, July 25, 1786</span></b></h3><div style="text-align: center;"><span style="font-family: inherit;"><br /></span></div><div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihE0TYWhcGfRoQOVIFoYQwB4MpsMoQEmsI9wDp4ktYQRh9SoLjppo3ZTdRf0TFIoAoFEmMG1D_-tJUR68fxJ0vOXf7QuQwJXgKv_oaDlZ-Ersa7cFiUk_plfMFlRllE4tLWTtg_4vBVdg/s2048/IMG_20200525_144138_643.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="2048" data-original-width="1638" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihE0TYWhcGfRoQOVIFoYQwB4MpsMoQEmsI9wDp4ktYQRh9SoLjppo3ZTdRf0TFIoAoFEmMG1D_-tJUR68fxJ0vOXf7QuQwJXgKv_oaDlZ-Ersa7cFiUk_plfMFlRllE4tLWTtg_4vBVdg/w256-h320/IMG_20200525_144138_643.jpg" width="256" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit;"><span>(Fredericton Region Museum, <br />Artist Claire Vautour)</span><br /></span></td></tr></tbody></table><span style="font-family: inherit;">Nancy’s story actually began in 1786, when she ran away from her Loyalist owner, Caleb Jones. The July 25th weekly issue of The Royal Gazette and New Brunswick Advertiser carried vast tidbits of shipping news, as well as Royal Proclamations, editorials, and gleanings from the ports of London, Boston and Halifax. Buried on page three, amongst the various business and property ads, was one particular notice that stood out by nature of bold letters: </span></div><div><blockquote style="text-align: left;"><span style="font-family: inherit;"><b></b><b>RAN AWAY</b> – from the subscriber living at the Nashwakshis [sic], in the county of York, between the 15th and 21st days of this instant July, the following bound Negro slaves, viz. <b>ISAAC</b> about 30 years, born on Long island near New York, had on when he went away, a short blue coat, round hat and white trousers. <b>BEN</b>, about 35 years old, had on a Devonshire kersey jacket lined with Scotch plad [sic], corduroy breeches, and round hat. <b>FLORA</b>, a Wench about 27 years old, much pitted with the small-pox, she had on a white cotton jacket and petticoat. Also <b>NANCY</b> about 24 years old, who took with her a Negro child about four years old named <b>LIDGE</b>. The four last mentioned Negroes were born in Maryland, and lately brought to this country. </span></blockquote></div><div><span style="font-family: inherit;"><br /></span></div>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGXhGrOmBFQr7P8am-Q1rNqojbaRqzNFSR7ytEeVw3LT7IL5A7T5PserXjB1t_1J2CFS3FDwcnoNJxUvg8idNfwBk6FJA8qh9u_M2oLbIsBM0T-T8Oa42PkKpFr7yjkde6KNi37BzEZj4/s1350/IMG_20200515_153137_164.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="1350" data-original-width="1080" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGXhGrOmBFQr7P8am-Q1rNqojbaRqzNFSR7ytEeVw3LT7IL5A7T5PserXjB1t_1J2CFS3FDwcnoNJxUvg8idNfwBk6FJA8qh9u_M2oLbIsBM0T-T8Oa42PkKpFr7yjkde6KNi37BzEZj4/w256-h320/IMG_20200515_153137_164.jpg" width="256" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit;">(Fredericton Region Museum, <br />Artist Claire Vautour)</span></td></tr></tbody></table><span style="font-family: inherit;">The notice continued to state that all persons were forbade to harbour any of these Negroes: “as they shall answer the consequences.” A reward of two guineas each was offered for the return of the men, and six dollars each for the women—to be paid upon delivery to Thomas Jennings at York Point, in the City of Saint John. The notice was signed and dated CALEB JONES, 24th June, 1786.</span><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Some fourteen years later, both Nancy and Caleb Jones would become lightening rods for the larger issue of the legality of slavery. Defended by the flamboyant Samuel Denny Street and the stalwart Ward Chipman, the famous freedom trial of Nancy took place in Fredericton in February of 1800. Although Nancy did not gain her freedom, her courage in standing for her own cause resulted in others gaining theirs. Her trial also helped draw public attention to the cruelties of slavery in this province. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;"><br /></span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf51QvkwGRjkdBRQwp6BNtLfqsQ401vADswSPtF8p0xcxpUrnfDRhUF5bn6juRCAwis5TZdooi5hWlVtSN0IDUhedb7evtAM-8k1f-DSKHIRWjPmf_KD1z_2Guv45o_-2S6El72aID6cI/s792/Ward+Chipman+Brief.jpg" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="510" data-original-width="792" height="206" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf51QvkwGRjkdBRQwp6BNtLfqsQ401vADswSPtF8p0xcxpUrnfDRhUF5bn6juRCAwis5TZdooi5hWlVtSN0IDUhedb7evtAM-8k1f-DSKHIRWjPmf_KD1z_2Guv45o_-2S6El72aID6cI/w320-h206/Ward+Chipman+Brief.jpg" width="320" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit;"><span face=""><font>Ward Chipman’s
Slavery Brief, preserved in the collection of the <br />Harriet Irving Library
Archives and Special Collections, <br />University of New Brunswick (Credit:
University of New Brunswick)</font></span><br /></span></td></tr></tbody></table><div><span style="font-family: inherit;"><br /></span></div><h3 style="text-align: center;"><b><span style="font-family: inherit; font-size: small;">The Ward Chipman Slavery Brief </span></b></h3><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">A most historic and rare archival record of Nancy’s trial can be found in the Ward Chipman Slavery Brief, preserved in the Harriet Irving Library Archives and Special Collections of the University of New Brunswick. Tucked inside the 82-page handwritten manuscript, where it has remained for well over 100 years (as if in testament to the significance of her case), can be found a calling card belonging to Hannibal Hamlin of Maine, vice-president to Abraham Lincoln between 1861 and 1865. Hannibal Hamlin was a well known opponent to slavery in the United States and was a strong supporter of the Emancipation Proclamation that gave freedom to many American slaves during the American Civil War. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Unfortunately, however, very little is known about the central figure in Fredericton’s slavery trial of 1800. Nancy was born in Maryland to an African slave and worked on the Jones tobacco plantation near Chesapeake Bay, in Somerset County, Maryland. She was brought to New Brunswick by Caleb Jones in 1785, where she became one of 7 slaves and 4 tenants who worked on the Jones estate located in present-day Nashwaaksis[2]. This 900-acre property was located at the mouth of the Nashwaaksis stream, and extended about one mile down the St. John river, ending near present-day Devonshire Drive. Jones had personally selected this choice tract of land with the intent of establishing a plantation, similar to as he was accustomed on his former property in Maryland. </span></div><div><span style="font-family: inherit;"><br /></span></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg32Y5lRjAyWWiop3QHYXnPFDRUC3vPMyVZpWbIMvLidmx1qdSwItRW1i_bfZ2aBV2eTyv2dqD6PeN7qef-4ZaRbgyFkHhK0_z0PJm8jwEhtZTrUZZYFkgsmpxm-NS2mKntauu0F328MXc/s841/Slave+Dance.jpg" style="margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="732" data-original-width="841" height="279" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg32Y5lRjAyWWiop3QHYXnPFDRUC3vPMyVZpWbIMvLidmx1qdSwItRW1i_bfZ2aBV2eTyv2dqD6PeN7qef-4ZaRbgyFkHhK0_z0PJm8jwEhtZTrUZZYFkgsmpxm-NS2mKntauu0F328MXc/w320-h279/Slave+Dance.jpg" width="320" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><p align="center" class="MsoCaption"><font face="inherit"><span face="" lang="">“The Old Plantation”, c. 1785 – 1795. Attributed
to John Rose <br /></span><span face="" lang="">(Credit: </span><span face="" lang="" style="background: rgb(248, 249, 250); color: #222222;"> </span><span face="" lang="" style="background: rgb(248, 249, 250);">Abby Aldrich
Rockefeller Folk Art Museum)</span></font></p></td></tr></tbody></table><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Born in Maryland in c. 1743, Caleb Jones was a tobacco planter, merchant, and (for a short time) sheriff of Somerset County. Upon the outbreak of the American Revolutionary War he was arrested in 1776 and required to pay a bond of 200 pounds “for his obedience to the self-constituted Whig authorities” . Soon after, he fled to New York City[3], leaving his wife Elizabeth behind to look after their property and business interests in Maryland. He became a captain in the Maryland Loyalist Regiment, and saw active duty in Philadelphia as well as Florida. His regiment also passed five years of the war on Long Island, where they were responsible for foraging fresh food from local residents to feed British and Loyalist troops garrisoned nearby. Just by chance, Caleb Jones’ Orderly Book, kept between June 18 and October 12, 1778, was found many years later inside a house in Newtown, Long Island, and was eventually published by the Historical Printing Club of Brooklyn. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">By 1786, Caleb Jones had been reunited with his wife and family, and was living on their property in Nashwaaksis. Also living and working on the estate were four tenants (Allen Morrison, William Turner, Isaac White, and Elizabeth White), along with three adult slaves: Isaac, Ben and Nancy (who ran away in 1786), as well as four child slaves: Sarah, Harry, Jab and Elijah (or “Lidge,” who also fled with Nancy). </span></div><div><span style="font-family: inherit;"><br /></span></div><h3 style="text-align: center;"><i><span style="font-family: inherit; font-size: small;"><b>I am a volunteer for the right of human nature</b> </span></i></h3><div><span style="font-family: inherit;"><br /></span></div><div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMd8WbRoNitEVfnyyDvgZiLv4ehF-vFLOmXVwspJmXY8D00jKgoAgDJcC-thKI3eGYei9H3bdnShRllVv9W6ADAznISt_4GYHfUnZE_4ObU3jei-GgM74l7Seen1iAlgtDt790YQlO7dE/s197/Ward+Chipman.png" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="197" data-original-width="151" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMd8WbRoNitEVfnyyDvgZiLv4ehF-vFLOmXVwspJmXY8D00jKgoAgDJcC-thKI3eGYei9H3bdnShRllVv9W6ADAznISt_4GYHfUnZE_4ObU3jei-GgM74l7Seen1iAlgtDt790YQlO7dE/s0/Ward+Chipman.png" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><p class="MsoCaption"><span style="font-family: inherit;"><span face="" lang=""><font>Ward Chipman,
1754-1824</font><br /></span><span face="">(Credit:
Harriet Irving Library <br /></span><span face="">Archives and Special Collections, <br /></span><span face="">University of New
Brunswick)</span></span></p></td></tr></tbody></table><span style="font-family: inherit;"><br />“I am a volunteer for the right of human nature” wrote Ward Chipman in December 1799, as he described the Jones-Nancy case to a friend. At this point in time there existed a growing tide against slavery in British North America, but in New Brunswick slavery was still common practice with Loyalist families who were accustomed to the traditions of the American colonies. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">In neighbouring Nova Scotia abolitionists were using both legislative and judicial means to restrict the practice (even though an obscure law in support of slavery had existed in that province since 1762). In New Brunswick, no such law existed, but since our province was a part of Nova Scotia at the time that their slavery law was enacted, it was considered also applicable to New Brunswick. Ward Chipman was aware of this rare law, but—in his words— “carefully avoided mentioning it” during Nancy’s trial. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Ward Chipman was a well-established and highly respected Saint John lawyer. A Harvard graduate and close friend of Edward Winslow, he held several important positions within the administration of the Province. He was also described as a critic of political reform, and it was said that as long as Ward Chipman lived “suggestion of reform was considered an attack upon the constitution.” [4]</span></div><div><span style="font-family: inherit;"><br /></span></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJUWuoQ2wRVZEhhHRSrvaKnncsNlO2M8ruOEl04zS6qrefTBKeDnKCCxxohGK-wY0sJ6SnAd81sgbudzbyQwf4n-z_F71a_iLtk7XXQOGiQPCZs0zh8RO3hZbFG9vU0PZItRvEwlVY8mE/s524/SD+Street.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="524" data-original-width="400" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJUWuoQ2wRVZEhhHRSrvaKnncsNlO2M8ruOEl04zS6qrefTBKeDnKCCxxohGK-wY0sJ6SnAd81sgbudzbyQwf4n-z_F71a_iLtk7XXQOGiQPCZs0zh8RO3hZbFG9vU0PZItRvEwlVY8mE/w153-h200/SD+Street.jpg" width="153" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><p class="MsoCaption"><span style="font-family: inherit;"><span face="" lang=""><font>Samuel Denny Street, 1752-1830 <br />(Credit: Harriet Irving Library Archives <br />and Special Collections, <br />University of New Brunswick)</font></span><span face="" lang=""><o:p></o:p></span></span></p><p class="MsoCaption"><span style="font-family: inherit;"><span face="" lang=""><font><br /></font></span></span></p></td></tr></tbody></table><div><span style="font-family: inherit;">So why would he take on this case—pro bono? Although, with time, Chipman was heralded as the hero of the anti-slavery movement in New Brunswick, in fact he was not the one who initiated the trial. It was his partner and co-counsel, Samuel Denny Street, who actually set the wheels in motion. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Samuel Denny Street was a staunch reformer and a driving force behind the anti-slavery movement in New Brunswick. Described as a “small man, proud, provoking, and provoked,” he was a “regular game-cock, one who would brook no slight from any man.”[5] A partnership with the conservative Chipman would be very unexpected, but Chipman and Street rose to the occasion, with Chipman preparing an 82-page document that became—as he described it—“one of the chief glories of his career.”[6] This document is now in the Special Collections and Archives of the Harriet Irving Library on the Fredericton campus of the University of New Brunswick. </span></div><div><span style="font-family: inherit;"><br /></span></div><h3 style="text-align: center;"><b><span style="font-family: inherit; font-size: small;">The Trial of Nancy </span></b></h3><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">No doubt, Chipman and Street were looking for an opportunity to test the legality of slavery in the province. As the two looked across the St John river in Fredericton to the Jones estate, they found the ideal candidates for their cause: Caleb Jones and his slave Nancy. The notorious Caleb Jones was not a member of the Loyalist establishment, and was disliked by several of the local magistrates. He thus did not hold any political power to intimidate their abolitionist crusade. Correspondingly, his slave Nancy, who was now 38 years old, had already tried to gain her freedom by running away 13 years earlier. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTl-PQdb4yXv08II3PPQ5avLu9vx81sqBh6dt8uqi3_1EV2WvXS7TnuLVgSP7Xz5Nj9MfDn1L5RxLwZG4Ftum5DTyZYGbcl4unGHkvGqRmw_3f_U5QEXLner_ZMaABuVjqFeiQ87Jvcd8/s2048/20200827_123900.jpg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1578" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTl-PQdb4yXv08II3PPQ5avLu9vx81sqBh6dt8uqi3_1EV2WvXS7TnuLVgSP7Xz5Nj9MfDn1L5RxLwZG4Ftum5DTyZYGbcl4unGHkvGqRmw_3f_U5QEXLner_ZMaABuVjqFeiQ87Jvcd8/w247-h320/20200827_123900.jpg" width="247" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span><span>(Fredericton Region Museum, </span><br /><span>Artist Claire Vautour)</span></span><br /></td></tr></tbody></table><br />Still bound to Caleb Jones, Nancy presented an ideal case against the practice of slavery, although both Chipman and Street knew that her plead for freedom would not pose an easy defense. Indeed, three of the four judges who were to hear Nancy's case were slave-owners themselves: Chief Justice George D. Ludlow, Judge Joshua Upham, and Judge Isaac Allen. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Characteristically, Caleb Jones did not respond meekly to the summons of Habeas Corpus that was issued on July 17, 1799. Jones, in a response to the court order signed by him the next day, stated his case boldly. With the help of his attorney, Jonathan Bliss, and four other attorneys: Thomas Wetmore, John M. Bliss, Charles J. Peters and William Botsford, Jones maintained the legality of slavery in the colonies where he originally owned Nancy. He pointed out that his property had begun life as a legal African slave, and because Nancy had been his “slave or servant for life” since her birth, so she should remain. He ended his protest by stating that in all his actions he had acted lawfully under the laws of Maryland, New Brunswick, and the British Empire. He then delivered Nancy to the court, confident that vindication awaited him. </span></div><div><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><br /></div>During the trial that followed, Ward Chipman skillfully pointed out that New Brunswick had never actually legalized slavery, and that the Common Law of England did not recognize the laws of Maryland. His opponents countered with their argument that since slavery was legal in the British Empire, a provincial law was not necessary. In the end, no judgement was returned, because the court became divided. Chief Justice Ludlow and Judge Upham ruled in support of Caleb Jones; while Judge Isaac Allen and Judge Saunders ruled against. With no decision being reached, Nancy was returned to her owner, and her case was relegated to a modest account buried within the same provincial newspaper that had reported her run-away notice fourteen years before: </span></div><div><span style="font-family: inherit;"><br /></span></div><div><blockquote><span style="font-family: inherit;"><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp-6IqhW-R34Zw08yt97lTi_5M0_GXPWZVaVWal8NkfISValNXqvmUf9IQ7Pm5Yq9R2hj7jSrrMlQXsa49Ev3M9A0j6hiPYJVKDz9wYYGCDcp0T1R8d76Ntl1WSbkWyoPij7moCnkDa8w/s2048/IMG_20200610_172600_614.jpg" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="2048" data-original-width="1638" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhp-6IqhW-R34Zw08yt97lTi_5M0_GXPWZVaVWal8NkfISValNXqvmUf9IQ7Pm5Yq9R2hj7jSrrMlQXsa49Ev3M9A0j6hiPYJVKDz9wYYGCDcp0T1R8d76Ntl1WSbkWyoPij7moCnkDa8w/w256-h320/IMG_20200610_172600_614.jpg" width="256" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span><span>(Fredericton Region Museum, </span><br /><span>Artist Claire Vautour)</span></span><br /></td></tr></tbody></table></span></blockquote></div><blockquote><div style="text-align: left;"><span style="font-family: inherit;">Last week the Hilary Term of the Supreme Court was held at Fredericton, at which we understand there were few causes agitated of any consequence excepting one upon an Habeas Corpus brought by a Negro Woman claimed as a slave by Captain Jones of Fredericton, in order to procure her liberation. The question of Slavery upon general principles was discussed at great length, by the Counsel on both sides, and we understand the Court were [sic] divided in their opinions, the Chief Justice and Judge Upham being of opinion that by the existing law of this Province, Negroes may be held as Slaves here, and Judge Allen and Judge Saunders being of opinion, that the Law upon that subject is the same here as in England and therefore that Slavery is not recognized by the Laws of this Province, - The Count being thus divided, no judgement was entered. [7]</span></div><div></div></blockquote><div><span style="font-family: inherit;"><br /></span></div><h3 style="text-align: center;"><b><span style="font-family: inherit; font-size: small;">The Aftermath of Nancy’s Trial </span></b></h3><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;"><br /></span></div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3o8KdsvIHwhvBImdw_IOQDhoI_PGJiJJYLcplhOsz0XNngCeFb5qVVQ55f1xASOkG48ypyRAsu5OcRo3e1bYhjCXqDPuUzznPzMd3PM41Qqd6Ztj33r0VHcipYjMpNGtxEmpKsaqHFiE/s880/Leek+Table.jpg" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" data-original-height="869" data-original-width="880" height="316" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3o8KdsvIHwhvBImdw_IOQDhoI_PGJiJJYLcplhOsz0XNngCeFb5qVVQ55f1xASOkG48ypyRAsu5OcRo3e1bYhjCXqDPuUzznPzMd3PM41Qqd6Ztj33r0VHcipYjMpNGtxEmpKsaqHFiE/w320-h316/Leek+Table.jpg" width="320" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><p class="MsoCaption"><span style="font-family: inherit;"><span face="" lang=""><font>George Leek’s table, in the collection of <br />Kings Landing Historical Settlement <br />(Credit: Province of New Brunswick).</font></span><span face="" lang=""><o:p></o:p></span></span></p></td></tr></tbody></table><div><span style="font-family: inherit;">In the end, although Nancy did not gain her freedom, her trial served as a catalyst in the fight against slavery in this province. Her trial also led to the freedom of others, since one of the judges who ruled in Nancy’s favour was Isaac Allen. Like Caleb Jones, Judge Allen also depended upon slaves to operate his 2,000-acre estate on the outskirts of Fredericton (Springhill). Following Nancy’s trial, Judge Allen acted upon his conscious and granted freedom to his own slaves—one of whom was George Leek. Upon gaining his freedom, George Leek purchased land from Judge Allen, and established a farm at Springhill with his wife Jane Hector. Together, they raised a large family, and contributed several voices to the noted African-Canadian choir at St. Peter’s Anglican Church. Today, a table belonging to George Leek can be found in the collection of Kings Landing Historical Settlement. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">As for Nancy, her fate remains unknown. She disappeared from the written record following her trial in 1800, although the sale of “A Negro Wench, named Nancy” was advertised in The Royal Gazette in 1809 (two years after the British Parliament had passed an Act to abolish trading in slaves within the British Empire). By 1822, there were (reportedly) no slaves reported living in New Brunswick, although evidence exists to suggest otherwise; it was not until 1834 that slavery was actually abolished in all parts of the British Empire. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">In the years that followed Nancy’s trial, Ward Chipman’s legal brief was carefully guarded by the Chipman family, and passed down through the office of the Recorder for the City of Saint John (a position that Ward Chipman was the first to hold). His brief now rests within the Beaverbrook Collection of the Harriet Irving Library’s Archives and Special Collections on the University of New Brunswick campus in Fredericton. </span></div><div><span style="font-family: inherit;"><br /></span></div><h3 style="text-align: left;"><b><span style="font-family: inherit; font-size: small;">References:</span></b></h3><div><span style="font-family: inherit;">Bell, David. 1982. Slavery and the judges of Loyalist New Brunswick. University of New Brunswick Law Journal/Revue de droit de l'Université du Nouveau-Brunswick, 31. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Ford, Paul. 1891. Orderly book of the Maryland Loyalists Regiment. Brooklyn, NY: Historical Printing Club. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Harriet Irving Library, University of New Brunswick. 1980. Finding aid to Chipman papers in Lawrence Collection. HIL-REF FC2471.1.C45P8. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Harriet Irving Library, University of New Brunswick (n.d.). The Ward Chipman slavery brief: From the archives and special collections at the University of New Brunswick [Accessed July 12, 2018]. Available from: https://www.lib.unb.ca/Texts/NBHistory/chipman/index.html </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Harper, David. 2001. Ambitious Marylander: Caleb Jones and the American Revolution. [Thesis] Utah State University. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Hill, Isabel Louis. 1976. Some Loyalists and others. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Jack, I Allen. 1898. The Loyalists and slavery in New Brunswick. Proceedings of the Royal Society of Canada, II(4). [Accessed July 12, 2018]. Available from: https://archives.gnb.ca/exhibits/forthavoc/html/Loyalists-and-Slavery-in-NB.aspx?culture=en-CA</span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Library and National Archives of Canada. Lawrence Collection. MG 23 D1. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Maxwell, Lillian B. 1984. The history of Central New Brunswick. Fredericton: Centennial Print and Litho Ltd. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Provincial Archives of New Brunswick. Daniel F. Johnson’s New Brunswick newspapers vital statistics [Accessed July 12, 2018]. Available from: https://archives.gnb.ca/Search/NewspaperVitalStats/FullTextResults.aspx?culture=en-CA </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">Smith, T. Watson. 1899. The slave in Canada. Collections of the Nova Scotia Historical Society, vol X [Accessed July 12, 2018]. Available from: https://archives.gnb.ca/exhibits/forthavoc/html/Slave-in-Canada.aspx?culture=en-CA#link1 </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">The Daily Sun, August 29, 1890. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">The Royal Gazette and New Brunswick Advertiser, July 25, 1786. </span></div><div><span style="font-family: inherit;"><br /></span></div><div><span style="font-family: inherit;">The Royal Gazette and New Brunswick Advertiser, February 18, 1800.</span></div><div><span style="font-family: arial;"><br /></span></div><h4 style="text-align: left;"><b><span style="font-family: arial;">Footnotes:</span></b></h4><div><p class="MsoEndnoteText"><span style="font-family: arial; font-size: x-small;"><font><span lang=""><span>[1]</span><i> <span>The
Daily Sun</span></i></span><span lang=""><span><span>, August 29, 1890. </span></span><br /></span></font><span class="MsoEndnoteReference"><span lang=""><span class="MsoEndnoteReference"><span face="" lang="">[2]</span></span></span></span><span lang=""> Harper, pp. 99-100.<br /></span><span class="MsoEndnoteReference"><span lang=""><span class="MsoEndnoteReference"><span face="" lang="">[3]</span></span></span></span><span lang=""> Ford, p. 11.<br /></span><span class="MsoEndnoteReference"><span lang=""><span class="MsoEndnoteReference"><span face="" lang="">[4]</span></span></span></span><span lang=""> Hill, p. 160<br /></span><span class="MsoEndnoteReference"><span lang=""><span class="MsoEndnoteReference"><span face="" lang="">[5]</span></span></span></span><span lang=""> Jack, p. 174. Cited from <i>The Ward
Chipman Slavery Brief</i>.<br /></span><span class="MsoEndnoteReference"><span lang=""><span class="MsoEndnoteReference"><span face="" lang="">[6]</span></span></span></span><span lang=""> Harriet Irving Library, <i>The
Ward Chipman Slavery Brief</i>.<br /></span><span class="MsoEndnoteReference"><span lang=""><span class="MsoEndnoteReference"><span face="" lang="">[7]</span></span></span></span><span lang=""> </span><i><span face="" lang="" style="mso-bidi-font-family: "Times New Roman";">The
Royal Gazette and New Brunswick Advertiser</span></i><span lang="">,
February 18, 1800.</span></span></p><br /></div>Unknownnoreply@blogger.comtag:blogger.com,1999:blog-7672167929986174018.post-54772905034130789452020-03-12T11:49:00.001-03:002020-03-12T12:02:24.535-03:00'I want to remember': Student narratives and Canada's History Hall<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaKayJmPTNsV3GVr1REQMEmQyNnw31iOWwLROzU_eqage0SCugbpkPmnkd7myzerE0W8oHpCLklc9O8NUEXxFRgRzUecvF-MuhX85tVrrMf-h0M5HolhaUB71uIfI9zCb7rpr9SSWtPg/s1600/cover_2019.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="455" data-original-width="319" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaKayJmPTNsV3GVr1REQMEmQyNnw31iOWwLROzU_eqage0SCugbpkPmnkd7myzerE0W8oHpCLklc9O8NUEXxFRgRzUecvF-MuhX85tVrrMf-h0M5HolhaUB71uIfI9zCb7rpr9SSWtPg/s200/cover_2019.jpg" width="140" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">My recent publication in the Yearbook of the International Society for History Didactics, Volume 40, 2019, pp. 131-199:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In this journal article I explore student-constructed narrative interpretations of Canada’s History Hall. Drawing from an empirical investigation that included student visitors, as well as adult facilitators at the Canadian Museum of History, I reveal the “big ideas” that students (n=26) constructed about Canada’s past, and how these related to their museum experience. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: inherit;">This inquiry is part of a larger investigation (supported by the Social Sciences and Humanities Research Council) that explores: 1) how the Canadian History Hall represents such difficult topics in history as First Nation settler colonial experiences and Residential Schools; 2) the national narratives that students construct from such a learning experience; and 3) the potential role for museum spaces in enabling Historical Thinking. <a href="https://yearbook-ishd.wochenschau-verlag.de/" target="_blank">Read more...</a></span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-40482450731134252482019-11-20T15:40:00.002-04:002021-02-02T17:38:07.418-04:00Museums, Heritage, and Reconciliation in New Brunswick<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigwApFfa5bsHQplc9cjodpLWyfzN6S-2nWVkA_HBgioWja5x7U4eOsUMc6HN3qSU-Syvk-RhNpoAR5VWILsxU6yP1zEfGSvemFCd_KOQip-RqMmaTAU9iXpTBQBDjVJuGPaOPvg3eojg/s1600/webinar-23917988-ss-1920-800x450.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="450" data-original-width="800" height="112" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigwApFfa5bsHQplc9cjodpLWyfzN6S-2nWVkA_HBgioWja5x7U4eOsUMc6HN3qSU-Syvk-RhNpoAR5VWILsxU6yP1zEfGSvemFCd_KOQip-RqMmaTAU9iXpTBQBDjVJuGPaOPvg3eojg/s200/webinar-23917988-ss-1920-800x450.jpg" width="200" /></a></div>
<b>Association Heritage New Brunswick Webinar</b><br />
<b>November 27, 2019 - 7 pm </b><br />
<br />
Facilitator: Dr. Cynthia Wallace-Casey, University of Ottawa<br />
<br />
<b>Museums, Heritage, and Reconciliation in New Brunswick</b> – This webinar will define reconciliation while also demonstrating how museums can develop a Reconciliation Action Plan. The instructor will discuss repatriation of collections, noting examples from the Canadian Museum of History and other sites in this country. <a href="https://amnb.adobeconnect.com/py7g7egvv2a6/" target="_blank">Access the webinar here…</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-5875690843109433672018-10-29T12:42:00.000-03:002019-04-11T22:25:52.093-03:00Constructing patriotism: How Canada's History Hall has evolved over 50 years<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI24fF31dql6vGRNvOQzFjaYnnKie1QMTA9_0Bb-jXbhbF5iVj1PaWY7Hsrg_TFUlSab8Fn4DXIEX3Rjdi1Ky5ar9sDXgAmwpD-1owjuWzFObtI-bR2dU5d7AnyxAz1NQeLghFDXblXA/s1600/herj.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="299" data-original-width="200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI24fF31dql6vGRNvOQzFjaYnnKie1QMTA9_0Bb-jXbhbF5iVj1PaWY7Hsrg_TFUlSab8Fn4DXIEX3Rjdi1Ky5ar9sDXgAmwpD-1owjuWzFObtI-bR2dU5d7AnyxAz1NQeLghFDXblXA/s200/herj.png" width="133" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">My recent publication in the History Education Research Journal, Volume 15, Number 2, 26 October 2018, pp. 292-307(16):</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">In this article, I illustrate how the national narrative in Canada's Museum of History has evolved over 50 years. Located in the national capital of Ottawa, the new Canada's History Hall presents a concise overview of a nation, stretching from time immemorial to the present. It was opened on 1 July 2017 as a signature exhibition in celebration of Canada's sesquicentennial. It also represents a fourth manifestation of a national museum narrative for Canada. From humble beginnings in 1967 (when Canada celebrated its centennial), the narrative has changed substantially in response to national policies and societal values. Adopting a critical discourse analysis methodology, and drawing from archival evidence, I analyse how this national narrative has evolved. Canada's History Hall presents Canadian students with a concise national template for remembering Canada's past. Over the past 50 years, this narrative has changed, as curators have employed artefacts and museum environments to construct patriotic pride in their nation. Until 2017, this narrative was blatantly exclusionary of Indigenous voices. More recently, the Truth and Reconciliation Commission of Canada has called for reconciliation in education, including public forums for education. The Canadian Museum of History has responded to this call by weaving Indigenous voices into the national narrative of the new Canadian History Hall. In so doing, I argue, the museum has successfully entwined patriotism with reconciliation against past wrongs. <a href="https://www.ingentaconnect.com/contentone/ioep/herj/2018/00000015/00000002/art00010" target="_blank">Read more...</a></span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-55005660752062588552018-01-21T20:59:00.000-04:002018-01-21T21:14:26.241-04:00Language Rights and Place-based History Education<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbZe0i3iLBCy9VBgmOou5raT1iqcS8CsY2__q-giA6AJcwuVxmrta9iDMJTJKXCxo7zzhy9k2aq4Hai4Om_hPaRExfM0Tb7XVMtkNor_f1lZXcjb7eLiaQw9KvJdG4ykJ-KEFEBL99uA/s1600/charter-poster-sm.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="785" data-original-width="1000" height="156" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbZe0i3iLBCy9VBgmOou5raT1iqcS8CsY2__q-giA6AJcwuVxmrta9iDMJTJKXCxo7zzhy9k2aq4Hai4Om_hPaRExfM0Tb7XVMtkNor_f1lZXcjb7eLiaQw9KvJdG4ykJ-KEFEBL99uA/s200/charter-poster-sm.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div class="MsoCaption">
<span lang="EN-CA" style="font-family: "arial" , sans-serif;"><span style="font-size: xx-small;">Image credit: Government of Canada, </span></span></div>
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<span lang="EN-CA" style="font-family: "arial" , sans-serif;"><span style="font-size: xx-small;">Department of Justice</span></span><b><span lang="EN-CA" style="font-family: "arial" , sans-serif; font-size: 14pt;"><o:p></o:p></span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">By Cynthia Wallace-Casey, PhD </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">SSHRC Postdoctoral Research Fellow</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">University of Ottawa </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">As the only officially bilingual province in Canada, New Brunswick holds a unique position regarding history education and collaborative curriculum development. In this province, it is as if we stand between two linguistic divides—with one foot firmly planted in English-speaking Canada, and the other confidently placed within a French-speaking world. This is because, unlike other provinces and territories in Canada, New Brunswick maintains two distinct education systems that are separate and equal. This distinction is not just a privilege, but a right: a right that is firmly embedded within our Charter of Rights and Freedoms. As indicated in section 16.1 of the 1982 <a href="http://laws-lois.justice.gc.ca/eng/const/page-15.html#h-46" target="_blank">Constitutional Act of Canada</a>: </span><br />
<blockquote class="tr_bq">
<span style="font-family: "arial" , "helvetica" , sans-serif;">(1) The English linguistic community and the French linguistic community in New Brunswick have equality of status and equal rights and privileges, including the <b>right to distinct educational institutions and such distinct cultural institutions as are necessary for the preservation and promotion of those communities</b>. </span> </blockquote>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">2) The role of the legislature and government of New Brunswick to preserve and promote the status, rights and privileges referred to subsection (1) is affirmed. </span></blockquote>
<span style="font-family: "arial" , "helvetica" , sans-serif;">In this sense, education and cultural identity operate hand-in-hand. For each linguistic group, school is not simply about “making the grade,” it is about preserving and promoting social responsibility to two linguistic communities. This educational philosophy is supported by the Council of Atlantic Ministers of Education and Training (CAMET), as well as the Council of Education Ministers of Canada (CEMC). More specifically, the Pan-Canadian French as a First Language Project (2002, 2012) of CEMC clearly articulates this belief. It recognizes that language is not just a communication tool, but also a thinking, learning, and identity-building tool (CEMC, 2002, p. 3). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How such dynamics play out within New Brunswick’s social studies curriculum, is through respect for regionalism and diversity. Regionalism, in that New Brunswick joins with like-minded provinces to share curriculum resources; and diversity, in that the province’s two curriculum narratives reflect distinctions within New Brunswick’s linguistic communities. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"></span><br />
<a name='more'></a><span style="font-family: "arial" , "helvetica" , sans-serif;">So, the prospect of adopting a common history curriculum for all of Canada is really not possible—from a subjective point of view. Canada’s Charter of Rights and Freedoms insures for the preservation and promotion of two distinct cultural identities within New Brunswick, with two distinct perspectives on the Canada’s past. These distinctions are unique to the history of the place where we live. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Diversity </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">You will notice that I have qualified my response to Samantha’s op-ed by selecting the word “subjective.” In so doing, I am referring to the prospect of a common national narrative that would serve as a common teaching and learning canon for all of Canada. This is what I find problematic; for as we have witnessed over and over again, common national narratives, by way of their very nature, become exclusionary. Take for example, the recent CBC production of <a href="http://www.cbc.ca/2017/canadathestoryofus" target="_blank">Canada: The Story of Us</a>, which drew heavy criticism for the histories that were left out. Another example is <a href="http://www.cbc.ca/history/" target="_blank">Canada: A Peoples’ History</a>, which <a href="https://hssh.journals.yorku.ca/index.php/hssh/article/view/4515/3710" target="_blank">Margaret Conrad (2001)</a> has so eloquently slammed as exclusionary of Atlantic Canada. I agree with her when she argues that “My history includes the Atlantic Provinces.” </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I believe that adopting a common national narrative will simply lead us into yet another “History War” about what students need to know about Canada’s past. Such battles over grand narratives are fruitless, and undermine diversity in history education. Consider, for example, the historical perspective of New Brunswick’s provincial identity. As with other jurisdictions within Atlantic Canada, provincial identity is taught in grade 3. New Brunswick, however, supports two distinct narratives on provincial identity, shaped by two distinct linguistic communities. This distinction is not simply a matter of translation; it is a matter of historical experience. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Likewise, on a national level, the historical perspective of Francophones within Canada cannot be summarized as same for all. New Brunswick’s French linguistic community, for example, does not share the same colonial experiences as other Canadians—and even within this community there exist regional distinctions between <i>Brayons</i> and <i>Acadians</i>. Within the complex world of linguistic and cultural divides, settler colonial interactions with Indigenous peoples were not historically the same either. In the building of such national narratives as <i>A Peoples’ History</i> and <i>The Story of Us</i>, these are the voices that are too often lost. These are the voices that can be found, however, through place-based history education. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">So if adopting a common national narrative is not realistic for Canada, what is? I believe that sharing place-based curriculum resources (not just textbooks—as is currently the case), and adopting national standards of Historical Thinking, are two realistic avenues for collaboration. That is why <a href="http://historicalthinking.ca/" target="_blank">The Historical Thinking Project</a> is so important for Canada’s social studies curriculum. Historical Thinking represents a significant paradigm shift in how we design Canadian History curriculum in Canada. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The six concepts of Historical Thinking, as defined by Canada’s Historical Thinking Project, provide educators in every province and territory with a common conceptual language for historical inquiry. More importantly, as both Heather McGregor (2017) and Peter Seixas (2006a) have pointed out, these concepts of Historical Thinking provide learners with opportunities for “making sense of who they are, where they stand, and what they can do as individuals, as members of multiple, intersecting groups, and as citizens with roles and responsibilities, in relation to nations and states, in a complex, conflicting-ridden, and rapidly changing world” (McGregor, 2017, p. 9, cited from Seixas, 2006a, p. 21). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Yet, while most provinces and territories can boast that they have already adopted the six Historical Thinking concepts in theory, how students and teachers actually employ these concepts—in real-life practice—is still a matter for further investigation. As <a href="https://public-history-weekly.degruyter.com/5-2017-41/culture-civilization-and-historical-consciousness/" target="_blank">Peter Seixas (2017) </a>has recently noted, now more than ever, when Canada as a nation is moved to reconciliation for past wrongs, we require a common conceptual language for understanding the historical experiences that have brought each of us to where we are today. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Regionalism </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the region of English-speaking Atlantic Canada, the provinces of New Brunswick, Newfoundland and Labrador, Prince Edward Island, and Nova Scotia, have been working together since 1993 to establish a shared social studies curriculum. This has been an initiative of the Council of Atlantic Ministers in Education and Training (CAMET). Their objective is threefold: 1) to improve the quality of education for all students through shared expertise and resources; 2) to insure that the education that students receive across the Atlantic region is equitable; and 3) to meet the needs of both students and society (CAMET, 1999). The resulting Foundations document for Atlantic Canadian Social Studies was first published in 1999. It predates Peter Seixas’ Benchmarks of Historical Thinking (Seixas, 2006b), and authors credit their inspiration from the 1994 Curriculum Standards for Social Studies in the United States (CAMET, 1999, p. 1). Since this first publication, however, the Atlantic Canada Foundations document has been revised to adopt Seixas’ (2006b) <a href="http://historicalthinking.ca/historical-thinking-concepts" target="_blank">six concepts for Historical Thinking</a>. While the current curriculum framework continues to evolve as a collaboration-in-progress, it provides a valuable model for standardization (as <a href="http://activehistory.ca/2017/12/east-west-north-lessons-for-collaborative-canadian-history-curriculum/" target="_blank">Samantha Cutrara</a> has already pointed out), because it shows how provinces and territories can work together (as a region) to adopt a common methodology for historical inquiry. </span><br />
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<span style="color: windowtext; font-family: "arial" , sans-serif; mso-ansi-language: EN-US;"><span style="font-size: xx-small;">By grade 9, all English-speaking students </span></span><span style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">learn that
Atlantic </span></div>
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<span style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">Canada is interdependent</span><span lang="EN-CA" style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">—</span><span style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">and functions as a unified regional </span></div>
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<span style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">community </span><span style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">within Canada. </span><span lang="EN-CA" style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">Image credit: </span><span style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">Government of New Brunswick, </span></div>
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<span lang="EN-CA" style="color: windowtext; font-family: "arial" , sans-serif;"><span style="font-size: xx-small;">Department of
Education and </span></span><span style="color: windowtext; font-family: "arial" , sans-serif; font-size: xx-small;">Early Childhood Development</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Likewise, this same curriculum framework also demonstrates how uniqueness need not be forfeited in the process. This is because each of the Atlantic provinces has adopted a place-based approach to historical inquiry. The resulting curriculum framework is deeply rooted in the perspective of where students live. As such, the curriculum (up to grade 9) is primarily student-centered and driven by students’ interests. It is also structured around key-stage outcomes (targeting grades 3, 6, 9 and 12) that are formative in nature. These features provide for a great deal of pedagogical space in recognizing regional diversity. How this curriculum plays out in the classroom, for example, is through such activities as Heritage Fairs (supported by <a href="http://www.canadashistory.ca/Education/Highlights" target="_blank">Canada’s History Society</a>) that are very popular in Atlantic Canada. Ultimately, by grade 9, all English-speaking students within each province will have learned that Atlantic Canada is interdependent—and functions as a unified regional community within Canada. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>New Brunswick’s French linguistic community</b> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The social studies curriculum for New Brunswick’s French linguistic community is distinctively different from that of the Anglophone world. It does not draw from the Atlantic Canadian framework, but rather a pan-Canadian framework for cultural appropriation in French-speaking schools in minority settings (CMEC, 2012). Guided by Canada’s Charter of Rights and Freedoms, the Province of New Brunswick affirms a legal responsibility to maintain distinct and equal educational institutions for two linguistic groups. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As already discussed, French language educators in this province recognize that language is much more than a communication tool: language also serves as a tool for learning, thinking, and identity-building. How this philosophy plays out in the primary level social studies classroom, is that New Brunswick’s French-as-a-First-Language schools have not been so quick to adopt Peter Seixas’ (2006b) six concepts for Historical Thinking. Instead, Francophone educators favour a model for Historical Consciousness that more closely resembles a taxonomy that Catherine Duquette (2012) has proposed for historical thinking.
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<span style="font-family: "arial" , sans-serif;"><span style="font-size: xx-small;">Francophone educators in New
Brunswick favour a model for Historical Consciousness that more closely
resembles Catherine Duquette’s (2012) taxonomy for historical thinking. Image
credit and copyright: Province of New Brunswick, Department of Education and
Early Childhood Development (Francophone Sector).</span></span><span lang="EN-CA" style="font-family: "arial" , sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As Catherine Duquette (2015) points out, this taxonomy actually correlates with Seixas’ (2006b) six concepts of Historical Thinking. Catherine Duquette’s reflective taxonomy begins with a problem—which leads to a question—that initiates critical historical inquiry—and ultimately leads to re-evaluation of the original problem. This reflective learning process is circular in nature, and has been found to promote student questioning of pre-existing beliefs (Duquette, 2012). The recognized similarities between Duquette’s taxonomy, and Seixas’ concepts, suggest a common conceptual language in historical inquiry that could potentially bridge both language groups in Canada. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">New Brunswick’s French linguistic community represents approximately one third of the province’s entire student population. It shares a unique historical experience that is distinguished as Acadian. Acadia historically represents a geographical area that includes present-day New Brunswick, Nova Scotia, and Prince Edward Island. Currently, the town of Caraquet (located on the Acadian Peninsula in northern New Brunswick) claims the honour of being the “Capital of Acadia”. Acadians trace their colonial history back to 1604, when the first attempted permanent French settlement in North America was established on Saint Croix Island (near present-day St. Stephen). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Significant benchmarks in Acadian history include The Great Deportation of 1755-1759, the 19th century Acadian Renaissance, and 20th century Language Rights. These historical experiences (among many more) have led New Brunswick’s French linguistic community to develop a curriculum that features a uniquely Acadian perspective on the past. The resulting primary level key-stage learning outcomes focus on societal organization, change, and diversity. This approach is place-based—progressing outward from a student’s classroom (Kindergarten), to their family (grade 1), community (grade 2), region (grade 3), province (grade 3/4), Atlantic region (grade 5) and nation (grade 6).
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<span style="font-family: "arial" , "helvetica" , sans-serif;">New Brunswick’s French-as-a-First-Language social studies curriculum is well steeped in Acadian history. It draws heavily upon timelines, as a way of contextualizing the past, and identifies specific vocabulary that students are expected to master at specific grade levels. By grade 12, as Marc Robichaud (2011) has found, students demonstrate a well-established sense of their Acadian identity (even if they have not studied Acadian History in grade 12). Marc Robichaud has also found that the narratives students adopt are very different from those of their French-speaking counterparts in Quebec. Acadian students remember the past as a triumphant “long march to equality” (Robichaud, p. 68, cited from Godin & Basque, 2007 , p. 44): </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Dans un monde où les grands récits ont la vie dure et où de nouveaux mythes délogent les anciens, les jeunes francophones sondés par cette étude perpétuent l’image d’une Acadie ébranlée par 1755 mais qui depuis se reconstruit à sa façon (Robichaud, p. 69). </span></blockquote>
<span style="font-family: "arial" , "helvetica" , sans-serif;">By grade 12, as Marc Robichaud’s findings suggest, French-speaking students within New Brunswick have learned that they are part of an Acadian diaspora—that transcends provincial borders and functions as a unified regional community within Canada. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>How can uniqueness be found within Canadian History curricula? </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The duality of New Brunswick’s education system has much to offer the rest of Canada. In responding to Samantha Cutrara’s question: How can uniqueness be found within a collaborative Canadian History curriculum? I give you the example of my province, where collaboration can lead to common methodologies for historical inquiry. At the same time, uniqueness is upheld in New Brunswick through respect for regional and linguistic diversity.
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<span style="font-family: "arial" , "helvetica" , sans-serif;">New Brunswick’s example demonstrates that, on a national level, we need not adopt a common national narrative for Canadian History—that by its very nature becomes exclusionary; we can, however, adopt a common national language for historical inquiry. The Historical Thinking Project provides educators with a starting point for such collaboration, but it is only a starting point. More empirical research is required at an academic level, as to how these Historical Thinking concepts are employed in students’ places of learning (both in the classroom as well as the community): What are the national narratives that students construct? Are there distinctions between linguistic groups? Where are the national standards for assessment in history education? And how does Historical Thinking specifically prepare students for 21st century citizenship?
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Dr Cynthia Wallace-Casey is a SSHRC Postdoctoral Research Fellow at the University of Ottawa (The Making History Education Research Unit). She is currently investigating difficult knowledge, national narratives, and Historical Thinking in history museums. Her academic work can be view here: <a href="https://uottawa.academia.edu/CynthiaWallaceCasey" target="_blank">https://uottawa.academia.edu/CynthiaWallaceCasey </a></i></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Note:</b> The author would like to acknowledge that this work was created on the traditional unceded territory of the Wolastoqiyik. This territory is covered by the “Treaties of Peace and Friendship” which Wolastoqiyik and Mi’kmaq peoples first signed with the British Crown in 1725. The treaties did not deal with surrender of lands and resources, but in fact recognized Mi’kmaq and Wolastoqiyik title, and established the rules for what was to be an ongoing relationship between nations. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Works Cited: </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Canadian Broadcasting Corporation (2001). <i>Canada: A peoples’ history</i>. Retrieved from: <a href="http://www.cbc.ca/history/EPISODESUM2LE.html" target="_blank">http://www.cbc.ca/history/EPISODESUM2LE.html </a>
Canadian Broadcasting Corporation (2017). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Canada: The story of us</i>. Retrieved from: <a href="http://www.cbc.ca/2017/canadathestoryofus/csou-episodes" target="_blank">http://www.cbc.ca/2017/canadathestoryofus/csou-episodes </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Conrad, Margaret (2001). My Canada includes the Atlantic Provinces. <i>Histoire sociale/ Social History</i> 34(68), 392-402. Retrieved from: </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="https://hssh.journals.yorku.ca/index.php/hssh/article/view/4515/3710">https://hssh.journals.yorku.ca/index.php/hssh/article/view/4515/3710</a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Council of Ministers of Education Canada (2002). Francisation: Taking stock/ La francisation: Pour une état des lieux. Retrieved from : <a href="https://www.cmec.ca/Publications/Lists/Publications/Attachments/142/francisation.en.pdf" target="_blank">https://www.cmec.ca/Publications/Lists/Publications/Attachments/142/francisation.en.pdf </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Council of Ministers of Education Canada (2012). Document de fondemonts pour une approche culturelle de l’enseignement. Retrieved from : <a href="http://approcheculturelle.ca/assets/pdf/5456-CMEC-DocumentWeb.pdf" target="_blank">http://approcheculturelle.ca/assets/pdf/5456-CMEC-DocumentWeb.pdf </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Cutrara, Samantha (2017). East, west, north: Lessons for collaborative Canadian History curriculum. Activehistory.ca. Retrieved from: <a href="http://activehistory.ca/2017/12/east-west-north-lessons-for-collaborative-canadian-history-curriculum/">http://activehistory.ca/2017/12/east-west-north-lessons-for-collaborative-canadian-history-curriculum/</a> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Council of Atlantic Ministers of Education and Training (1999). Foundation for the Atlantic Canada Social Studies Curriculum. Retrieved from: <a href="https://www.ednet.ns.ca/files/curriculum/camet/foundations-socialstudies.pdf" target="_blank">https://www.ednet.ns.ca/files/curriculum/camet/foundations-socialstudies.pdf </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Duquette, Catherine (2012). The connection between historical thinking and historical consciousness: Proposition of a new taxonomy. Unpublished PowerPoint presentation. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Duquette, Catherine (2015). Relating historical consciousness to historical thinking through assessment. In K Ercikan and P Seixas (Eds.), <i>New directions in assessing historical thinking</i> (pp.51-63) New York: Routledge. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Godin, Sylvain & Basque, Maurice (2007), <i>Histoire des Acadiens et des Acadiennes du Nouveau-Brunswick</i>. Tracadie-Sheila : La grande marée. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Government of Canada (1982). Canadian charter of rights and freedoms: Part I of the Constitutional Act, 1982. Retrieved from: <a href="http://laws.justice.gc.ca/eng/Const/Const_index.html" target="_blank">http://laws.justice.gc.ca/eng/Const/Const_index.html </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">McGregor, Heather (2017). One classroom, two teachers?: Historical thinking and indigenous education in Canada. <i>Critical Education</i> 8(14), 1-18. Retrieved from: </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://ices.library.ubc.ca/index.php/criticaled/article/view/186182">http://ices.library.ubc.ca/index.php/criticaled/article/view/186182</a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Robichuad, Marc (2011). L’histoire de l’Acadie telle que racontée par les jeunes francophones du Nouveau-Brunswick : construction et déconstruction d’un récit historique, <i>Acadiensis</i> XL(2), 33-69. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Seixas, Peter (2006a). What is historical consciousness? In R.W. Sandwell (Ed.), <i>To the past: History education, public memory, and citizenship in Canada</i> (pp. 11-22). Toronto: University of Toronto Press. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Seixas, Peter (2006b). Benchmarks of historical thinking: A framework for assessment in Canada. Retrieved from: <a href="http://historicalthinking.ca/sites/default/files/files/docs/Framework_EN.pdf" target="_blank">http://historicalthinking.ca/sites/default/files/files/docs/Framework_EN.pdf </a></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Seixas, Peter (2017). Culture, civilization and historical consciousness. <i>Public History Weekly: The International Blogjournal</i>. Retrieved from: <a href="https://public-history-weekly.degruyter.com/5-2017-41/culture-civilization-and-historical-consciousness/" target="_blank">https://public-history-weekly.degruyter.com/5-2017-41/culture-civilization-and-historical-consciousness/ </a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The Historical Thinking Project (2017). Retrieved from: <a href="http://historicalthinking.ca/" target="_blank">http://historicalthinking.ca/ </a></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Ville de Caraquet (2017). Caraquet offers a much-envied quality of life. Retrieved from: <a href="http://www.caraquet.ca/en/town/caraquet-offers-a-much-envied-quality-of-life">http://www.caraquet.ca/en/town/caraquet-offers-a-much-envied-quality-of-life</a></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-28261516695349702062017-10-15T11:17:00.001-03:002021-02-02T17:38:27.216-04:00Canada's History Hall Then and Now: Settler Colonialism, National Narratives, & Silent Voices<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaK2jBPDapK7JOITCi027xK9CI0aui9zlejLNY6A2FWJIhI-RD3TgQlpymPiVUCnUby40yom2EcOf_v81PLl3zR6-S9Wvj3cnop4d9yavikTLsUcp5nQwK7PdrXq-HmN7Bj2ySfitgqQ/s1600/CWC+poster.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1106" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaK2jBPDapK7JOITCi027xK9CI0aui9zlejLNY6A2FWJIhI-RD3TgQlpymPiVUCnUby40yom2EcOf_v81PLl3zR6-S9Wvj3cnop4d9yavikTLsUcp5nQwK7PdrXq-HmN7Bj2ySfitgqQ/s400/CWC+poster.jpg" width="276" /></a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-38199174901803130532016-06-14T20:52:00.001-03:002021-02-02T17:33:56.733-04:00Canadian Association for Foundations in Education - 2016 Outstanding Dissertation Recognition Award<span style="font-family: inherit;">Cynthia Wallace-Casey successfully defended her PhD dissertation, “Deepening Historical Consciousness Through Museum Fieldwork: Implications For Community-Based History Education,” with the guidance of Dr. Alan Sears. Her work makes a substantial contribution by extending the examination of the development of historical thinking from classrooms to the informal learning context of community museums. One of the most interesting contributions is the examination of how collaborative work in historical inquiry fosters new ways of thinking about history and history education not only for students, but also for staff and community volunteers who work in museums.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Alan states that her work does not fit neatly into any one of the three areas of foundations of education as described on the CAFE website, but it does make a substantial contribution to all three.
</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">We agree and are pleased to recognize the work of Dr. Wallace-Casey. She presented two papers and chaired a session yesterday, which I know other CAFE members attended.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Shirley Van Nuland, PhD.</span><br />
<span style="font-family: inherit;">1st Vice President</span><br />
<span style="font-family: inherit;">CAFE
Chair, Awards Committee</span><br />
<span style="font-family: inherit;">UOIT Faculty of Education
</span><br />
<br />
May 31, 2016Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-79312518089221296712016-02-15T16:56:00.000-04:002016-02-16T09:40:42.618-04:00Book Review: Family Ties by Andrea Terry (or More on the Challenges of Teaching with Museums)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIRD3F4qV4yZ74Cp42_xdY7RtQOJ2LnQFvGdyxK9h1vkNMl4iRUHjA1dXoxQy1VsxSdl7usV1PFRTN30ibImC6NVUI7V9RJDZI7BP5xk7h-eUjmFuZyMtFVYwUlJSQoaGG0dskecsF1A/s1600/9780773545625.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIRD3F4qV4yZ74Cp42_xdY7RtQOJ2LnQFvGdyxK9h1vkNMl4iRUHjA1dXoxQy1VsxSdl7usV1PFRTN30ibImC6NVUI7V9RJDZI7BP5xk7h-eUjmFuZyMtFVYwUlJSQoaGG0dskecsF1A/s200/9780773545625.jpg" width="135" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">By Cynthia Wallace-Casey, PhD </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">University of New Brunswick </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">(Fredericton) </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">There’s something about the experience of a Victorian Christmas that makes many of us feel warm and fuzzy inside. Our sense of nostalgia seems heightened by the festive season. Because of this, perhaps we’re more prone to let down our critical lens on the past, and simply enjoy the visual candy. <b>Surrounded by the sights, sounds, and smells of the season, we encounter compelling evidence to suggest that we can truly experience the past for real… as it once was. </b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Andrea Terry, however, in her publication <a href="http://www.mqup.ca/family-ties-products-9780773545625.php" target="_blank"><i>Family Ties: Living History in Canadian House Museums</i> </a>(2015), dispels such nostalgia, as she closely examines the annual Victorian Christmas programs at three Canadian house museums: <a href="http://www.thismustbetheplace.ca/2011/12/a-very-dundurn-christmas/" target="_blank">Dundurn Castle</a> in Hamilton Ontario, <a href="http://www.pc.gc.ca/eng/lhn-nhs/qc/etiennecartier/activ/noel-victorien-victorian-christmas.aspx" target="_blank">Sir George-Étienne Cartier National Historic Site</a> in Montreal Quebec, and <a href="http://whyilovetoronto.tumblr.com/post/14681644503" target="_blank">William Lyon Mackenzie House</a> in Toronto Ontario. <b>With a keen eye for cultural hegemony, <i>Family Ties</i> delves down beneath the sugary surface, to reveal how interpretive Christmas programs in each of these living history museums are actually a product of present-day values, place-based politics, and nationalistic agendas. </b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"></span><br />
<a name='more'></a><span style="font-family: "arial" , "helvetica" , sans-serif;">Exposing what Seixas (2014) has described as "powerful emotional forces" (p. 12) in action, Terry (2015) demonstrates how the makers of these museums have orchestrated over time (either knowingly or unknowingly) common national narratives that "generate feelings of loyalty not only to the nation’s past, but also its present" (p. 163). For example, in the case of Dundurn Castle, Terry points out how the Christmas program there "essentializes Canadian history as being distinctively British-based" (p. 72) and "upholds the primacy of ‘founding nations’ mythologies in Canada" (p. 73). Likewise, Sir George-Étienne Cartier National Historic Site evokes a similar "communal sense of cultural history… so that the present appears as the natural outcome of the past…" resulting in a "unified socio-political" narrative that appeals to both anglophones and francophones alike (p. 118). In the case of William Lyon Mackenzie House, Terry also reveals how the museum’s programming normalizes "British values, customs, and activities," thus "advancing values associated with a core Canadianism and re-presenting their dominance" over other culture groups who actually live nearby (p. 156). </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Terry’s wish in revealing these narratives is not to undermine the value of heritage activities in our society – or banish Victorian Christmas programs from public history practise. Instead, <b>her goal is to provide a critical lens for investigating how living history museums romanticise the past.</b> She accomplishes this goal by adopting a methodology that examines the performance of history and treats museums as cultural tools. As a result, each of the three living history sites are analysed separately (and systematically), as individual case study units, according to three shared components: commemorative plaques, object-based exhibitions, and costumed interpreters. Her findings touch upon (and complement) many of the themes also discussed in Neatby and Hodgins' (2012) anthology <i><a href="http://www.utppublishing.com/Settling-and-Unsettling-Memories-Essays-in-Canadian-Settling-and-Unsettling-Memories.html" target="_blank">Settling and Unsettling Memories: Essays in Canadian Public History</a>. </i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">From a pedagogical point of view, <i>Family Ties</i> presents us with yet another reminder as to why students require the disciplinary tools to challenge the historical narratives they encounter in everyday life. Rather than blindly accepting - and consuming – such narratives, <i>Family Ties</i> provides a convincing example as to how living history museums can serve as starting points for critical inquiry. As Seixas (2014) has pointed out, such sites of learning hold potential to function as tangible—and practical—locations where Historical Thinking can intersect with Heritage. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Works cited: </span></b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Neatby, N. & Hodgins, P. (2012). <i>Settling and unsettling memories: Essays in Canadian public history</i>. Toronto: University of Toronto Press. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Seixas, P. (2014). History and heritage: What’s the difference? <i>Canadian Issues/Thèmes canadiens</i>, Fall, 12 – 16. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Terry, A. (2015). <i>Family ties: Living history in Canadian house museums</i>. Montreal & Kingston: McGill-Queens University Press.
</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-31370685208136839522015-12-16T17:14:00.002-04:002017-10-15T10:56:48.914-03:00The Challenges of Teaching with Museums<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTd_8qFWZiV0joD9rWz_eepDUrQ1yjLTo2pOsBlzcOPuBrJ-jH_Ie_rYVsWeEsdEVqAlKtrWDoYed5tfTMLux5aInQuTWHvQYnGuxInm_-yg74ULRD5diSmWiGh0zQo2_LRKtpfOHifg/s1600/Dscn9352-2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTd_8qFWZiV0joD9rWz_eepDUrQ1yjLTo2pOsBlzcOPuBrJ-jH_Ie_rYVsWeEsdEVqAlKtrWDoYed5tfTMLux5aInQuTWHvQYnGuxInm_-yg74ULRD5diSmWiGh0zQo2_LRKtpfOHifg/s200/Dscn9352-2.jpg" width="200" /></a></div>
<span style="font-family: inherit;"><span style="background-color: transparent;">By Cynthia Wallace-Casey, PhD</span>
<br />
<div class="MsoNormal">
<span style="font-family: inherit;">University of New Brunswick</span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">(Fredericton)</span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Did you know that there are more than 1,500 museums in
Canada? Museums encompass many
disciplines of study, including history, science, nature, and the arts. Their collections range from tangible objects
to intangible ideas, and their methods of presentation range from static
displays to participatory environments.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">From a pedagogical point of view, museums present rich
learning environments, where constructed narratives are communicated through
the use of sight, sound, touch, smell, and emotion. Within such narrative constructs, as
Trofanenko and Segall (2014) have pointed out, pedagogy is often positioned “to
assume particular assumptions, perspectives, and views about the world and its
people” (p. 1). In this sense, while
museums can provide powerful sites for learning, they can also be exclusionary
and restrictive.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">As teaching tools, museums also present their own
distinct challenges. This is because what
constitutes learning in a museum involves multiple sensory experiences, personal
interaction, and extended learning outcomes that change over time. For this reason, learning in a museum is seldom
immediately apparent or easily assessed (Wertsch, 2002, p. 114; see also Falk
& Dierking, 2000; Kelly, 2011; Wallace-Casey, 2013). Falk and Dierking’s (2013) <i>Contextual Model of Learning</i>, identifies
four broad contexts for analyzing learning in a museum setting: personal,
sociocultural, physical, and temporal. Such
a model also acknowledges (regardless of age or subject discipline) that
“Learning begins with the individual. Learning involves others. Learning takes
place somewhere” (Falk & Dierking, 2002, p. 36), and learning continues
over time (Falk & Dierking, 2013). This model, while reminiscent of constructivist
pedagogy, recognises the complex nature of learning in a museum, and calls for
more robust measures for assessment that extend beyond mere appropriation of a
desired narrative claim.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span>
<br />
<a name='more'></a><span style="font-family: inherit;">Researchers have found that while classroom educators may
value museums for their pedagogical potential, a number of factors seem to limit
their ability to use the resources effectively (Chee, 2006; Levesque, 2006;
Marcus et al.,2012). In particular, pre-visit
preparation is often very weak, resulting in students arriving with no sense of
purpose or objective. In addition, both
classroom educators (as well as their students) often assume a passive role in
the learning dynamic, acting as empty recipients of pre-packaged information (Chee,
2006; Levesque, 2006; Marcus et al., 2012). <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Another important limiting factor is time. Researchers have found that when visiting a
museum, school groups are often hard pressed for time and thus become boxed
into a field trip that is more focussed on logistics than on providing a quality
learning experience (Chee, 2006; Levesque, 2006; Marcus et al., 2012; Wunder,
2002). <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Ultimately, however, perhaps the greatest problem
associated with teaching (and learning) in a museum rests with professional
development. This is because, as Marcus
et al. (2012) have noted, while trained educators "may possess expansive
content knowledge in their speciality and an expertise in formal pedagogy; many…
have a more limited knowledge of a museum’s
specific content focus and may have minimal training or expertise about how to
successfully support & incorporate museum visits into their instruction"
(p. 73). To this end, Trofaneneko (2014),
as well as Levesque (2006), and Marcus et al. (2012), have called for a
collaborative approach to museum education, in which museum staff and classroom
educators learn from each other (Marcus et al., 2012, p. 89). Trofanenko (2014) has also proposed that educators
re-consider museums as more than just authoritarian conveyors of <i>the message</i> but rather "places of
practice" (p. 278) where classroom educators and their students can
contribute their own unique perspectives and become active participants in the museum’s
community of inquiry (see also Chee, 2006, p. 13).<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In my own dissertation research, I found that by
establishing a museum learning environment that was conducive to historical
inquiry, both students and museum educators became more engaged in critical
analysis of the museum narratives they encountered. In turn, students enjoyed becoming active
participants in the museum’s community of inquiry, and came to realise the
problematic nature of historical inquiry. This finding supports the assertion
that museums have an important pedagogical role to play in enabling students to
critically (re)construct their own narrative interpretations about the past.<o:p></o:p></span></div>
<div class="MsoNormal">
<b><u><span style="font-family: inherit;"><br /></span></u></b></div>
<div class="MsoNormal">
<b><u><span style="font-family: inherit;">Works
cited:<br /><br /><o:p></o:p></span></u></b></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Chee, M. (2006).
Training teachers for the effective use of museums. <i>International Journal of Historical Learning, Teaching and Research</i>,
6 (January), 10-16.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Falk, J., &
Dierking, L. (2013). <i>The museum
experience revisited</i>. Walnut Creek: Left Coast Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Falk, J. & Dierking, L. (2002). <i>Lessons without limits: How free-choice
learning is transforming education</i>. Walnut Creek: AltaMira Press.<o:p></o:p></span></div>
<div class="MsoFootnoteText" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span style="font-family: inherit;">Falk, J., & Dierking,
L. (2000). <i>Learning from museums: Visitor
experiences and the making of meaning</i>. Lanham: AltaMira Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Kelly, L. (2011). <i>Student learning in museums: what do we
know?</i> Report prepared for The Sovereign Hill Museums Association
(Australia). <o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Leinhardt, G, &
Gregg, M (2000). Burning buses, burning crosses: Student teachers see civil
rights. Museum Learning Collaborative Technical Report # MLC-03 (</span><a href="http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.501.6265&rep=rep1&type=pdf">http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.501.6265&rep=rep1&type=pdf</span></a>)<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Levesque, S. (2006).
Integrating museum education and school history: Illustrations from the RCR
museum and London Museum of Archaeology. <i>International
Journal of Historical Learning, Teaching and Research</i>, 6 (January), 40-47.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Marcus, A., Levine, T., & Grenier, R. (2012). How secondary history
teachers use and think about museums : Current practices and untapped
promise for promoting historical understanding. <i>Theory & Research in Social Education</i>, 40(1), 66-97.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Trofanenko, B.
(2014). On the museum as a practised place: Or, reconsidering museums and
history education. In R. Sandwell & A Von Heyking (Eds.) <i>Becoming a history teacher: Sustaining
practices in historical thinking and knowing</i> (pp. 269-282). Toronto:
University of Toronto Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Trofaneneko, B. &
Segall, A. (Eds.) (2014). <i>Beyond
pedagogy: Reconsidering the public purpose of museums</i>. Rotterdam: Sense
Publishers.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Wallace-Casey, C.
(2013). What does learning look like in a history museum? <i>Antistasis,</i> 3(1), 19-22.<o:p></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0.0001pt 36pt; text-indent: -36pt;">
<span style="font-family: inherit;">Wertsch, J. (2002).
Epistemological issues about objects. In S. Paris (Ed.) <i>Perspectives on object-based learning in museums</i> (pp. 113–120).
Mahwah, NJ: Lawrence Erlbaum Associates.</span></div>
<div class="MsoNormal" style="margin-left: 36.0pt; text-indent: -36.0pt;">
<span style="font-family: inherit;">Wunder,
S. (2002). Learning to teach for historical understanding: Preservice teachers
at a hands-on museum. <i>The Social Studies</i>,
94, 159-163.</span><span style="font-family: "arial" , sans-serif;"><o:p></o:p></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-65524387297589310872015-11-17T08:20:00.001-04:002019-04-11T22:46:16.669-03:00Student Narratives and Public Memory in Museums<div style="color: #222222;">
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://upload.wikimedia.org/wikipedia/commons/d/d1/London_MMB_M3_University_of_London_Institute_of_Education.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="126" src="https://upload.wikimedia.org/wikipedia/commons/d/d1/London_MMB_M3_University_of_London_Institute_of_Education.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Image credit: Matt Buck, Wikimedia</td></tr>
</tbody></table>
<span style="font-family: inherit;">By Cynthia Wallace-Casey, </span><span style="font-family: inherit;">PhD</span></div>
<div style="color: #222222;">
<span style="font-family: inherit;">University of New Brunswick</span></div>
<span style="color: #222222; font-family: inherit;">(Fredericton)</span><br />
<br />
I would like to draw your attention to a history education symposium coming up on <a href="https://www.eventbrite.co.uk/e/young-people-national-narratives-and-history-education-tickets-19474450606">December 1 in London (England) at the Institute of Education</a>. This seminar series brings together three international scholars to explore what young people know about the past and their sources of knowledge.<br />
<br />
Dr. Jocelyn Letourneau, of Laval University (Quebec), will discuss a pragmatic approach to teaching history, intended to move students “outside the thinkable they’ve been accustomed to in living in a particular society and being subject to its broad representations.”<br />
<br />
Dr. Arie Wilschut, of the Amsterdam University of Applied Sciences, will focus his discussion on the Dutch national historical consciousness, in particular, “we” versus “they” perspectives when talking and writing about the past.<br />
<br />
Dr. Stéphane Levesque, of the University of Ottawa, will discuss the function of narration in orientating a community (and the individuals who share a membership in that community) within the context of time and nation.<br />
<br />
<br />
<a name='more'></a>All of these presentations speak to historical consciousness as a reflection of the present. Indeed, as historian E. H. Carr (1990) once wrote, history is “an unending dialogue between the present and the past” (p. 55). In this sense, we “see” the past within the context of our present.<br />
<br />
As Letourneau has pointed out, it can be initially difficult for students to step outside of the narrative to which they are accustomed, and to “see” the past from a different societal perspective. In this sense, <b>while shared narratives can serve to orientate individuals as members of a community, they can also serve as blinders. </b> My own research focused upon narrative constructs in a community history museum. Over a period of 14 weeks, an entire class of seventh-graders explored the use of evidence and sources in the museum.<br />
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<b>The promise of historical thinking in museums rests with enabling students to interact with museum narratives, using more than pre-existing “mythistoires”</b> (Létourneau , 2014) as their single point of comparison for validating or denying historical claims (Husbands, 1996; van Boxtel, 2010; van Drie & van Boxtel, 2008; Létourneau, 2014; Nakou, 2006; Trofanenko, 2008). As Jones (2014) and Savenije et al. (2014) have found, when museum collections are used simply to support a particular narrative claim (rather than reflect critically upon that claim), students in this age group accept the authority of the museum, while selectively adapting portions of the narrative to reinforce their own pre-existing understandings of the past. In this way, they re-interpret and rationalize portions of the museum narrative to accommodate their own world-view.<br />
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As counter-balance to this phenomenon, van Boxtel (2010) has recommended that scaffolding tools be adopted to enable students to “critically question and evaluate how the past is represented… in order to deconstruct invented traditions and recognize historical inaccuracies or simplifications” (p. 59). <b>By adopting a Material History Framework for Historical Thinking, students participating in my case study de-constructed the narratives they encountered in the museum, and thus came to understand the constructed nature of historical narratives.</b> In turn, their narrative re-constructions, although limited by the parameters of the museum collection (and artifact accession records), were source-specific, and did not reflect the narrative expectations of the museum. Although isolated, and seemingly disconnected from the museum’s "official" narrative, the individual (or "vernacular") “little narratives” (Rowe et al., 2002) that students created became (seemingly) personal links to the community history museum.<br />
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I think these findings speak to the important role history museums play in formulating – and re-formulating – the historical narratives that shape our lives. As Dr. Peter Seixas has argued, <b>intellectual empowerment rests with shifting the axis of power away from the “makers of the message,” into the hands of students themselves </b>(Seixas, 2001, 2005, 2012; Seixas et al., 2008).<br />
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For those fortunate enough to be able to attend the <a href="https://www.eventbrite.co.uk/e/young-people-national-narratives-and-history-education-tickets-19474450606">upcoming (December 1, 2015) symposium in London</a>, I invite you to share your thoughts with us on Facebook. I also look forward to hearing and reading more about this important scholarly discussion.<br />
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<b>References:</b><br />
Carr, E. H. (1990).<i>What is history?</i>, 2nd edition. London, England: Penguin Books.<br />
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Husbands, C. (1996). <i>What is history teaching?: Language, ideas, and meaning in learning about the past.</i> Buckingham: Open University Press.<br />
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Jones, C. (2014). Frames of meaning: Young people, historical consciousness and challenging history at museums and historic sites. In J. Kidd, S. Cairns, A. Drago, A. Ryall, & M. Stearn (Eds.), <i>Challenging history in the museum: International perspectives </i>(pp. 223 – 234). Surrey: Ashgate Publishing Company.<br />
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Létourneau, J. (2014). <i>Je me souviens? Le passé du Québec dans la conscience de sa jeunesse.</i> Quebec : Groupe Fides.<br />
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Nakou, I. (2006). Museums and history education in our contemporary context. <i>International Journal of Historical Learning, Teaching and Research</i> 6(1), 83-92.<br />
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Rowe, S., Wertsch, J., & Kosyaeva, T. (2002). Linking little narratives to big ones: Narrative and public memory in history museums. <i>Culture & Psychology</i> 8(1), 96-112.<br />
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Savenije, G, van Boxtel, C. & Grever, M. (2014). Learning about sensitive history: “Heritage” of slavery as a resource. <i>Theory and Research in Social Education</i>, 42(4), pp. 516-547.<br />
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Seixas, P. (2001). Review of research on social studies. In V. Richardson (Ed.), <i>Handbook of research on teaching </i>(4th ed.),(pp. 545-565). Washington,D.C.: American Educational Research Association.<br />
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Seixas, P. (2005). Historical consciousness: The progress of knowledge in a postprogresive age. In J. Straub (Ed.), <i>Narration, identity, and historical consiousness </i>(pp. 141-159). New York: Berghahn Books.<br />
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Seixas, P. (2012). Progress, presence and historical consciousness: Confronting past, present and future in postmodern time. <i>Paedagogica Histórica</i> 48 (6), 859-72.<br />
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Trofanenko, B. (2008). More than a single best narrative: Collective history and the transformation of historical consciousness.<i>Curriculum Inquiry</i> 38(5), 579-603.<br />
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van Boxtel, C. (2010, August 25). Experiencing the past outside of school. Towards a theoretical framework for heritage education. Paper presented at the 21st International Congress of Historical Sciences, Amsterdam, Netherlands.<br />
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van Drie, J., & van Boxtel, C. (2008). Historical reasoning: Towards a framework for analyzing students’ reasoning about the past. <i>Educational Psychology Review</i>, 20(2), 87-110.
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-55492034946000684372015-09-29T17:41:00.001-03:002021-02-02T17:14:34.557-04:00Margaret MacMillan Launches the 2015 CBC Massey Lectures<div style="color: #222222;">
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<span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi17kClT-yHKUrCd1BEZon6ZjEan6W2y_TmIx7mJV7PqxKKVn_sby6dqJqU99Zx1Q2ZBNAZtFA28lP4Lf26TxWS24yEeIv8dZB-BLijl6dc0iwwn8WOLtelYr72jec24zvW_4yKXLkTfQ/s474/2017_Halifax_International_Security_Forum_%252837604059155%2529_%2528cropped%2529Dr._Margaret_MacMillan.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="474" data-original-width="376" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi17kClT-yHKUrCd1BEZon6ZjEan6W2y_TmIx7mJV7PqxKKVn_sby6dqJqU99Zx1Q2ZBNAZtFA28lP4Lf26TxWS24yEeIv8dZB-BLijl6dc0iwwn8WOLtelYr72jec24zvW_4yKXLkTfQ/w159-h200/2017_Halifax_International_Security_Forum_%252837604059155%2529_%2528cropped%2529Dr._Margaret_MacMillan.jpg" width="159" /></a></div><br />By Cynthia Wallace-Casey, </span><span style="font-family: inherit;">PhD</span></div>
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<span style="font-family: inherit;">University of New Brunswick</span></div>
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<span style="font-family: inherit;">(Fredericton)</span></div>
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<b>What makes good leaders?</b> This was the question that framed Margaret MacMillan’s opening lecture in the 2015 CBC Massey Tour, which commenced last week in Fredericton. It was the first in a series, including stops in St. John’s, as well as upcoming lectures in Victoria (September 30), Calgary (October 2), and Toronto (October 7). During each presentation, MacMillan draws from her recent publication <b>History’s People: Personalities and the Past</b> (2015), to explore the qualities (both positive and negative) of individuals who have shaped the world in which we live.<br />
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In this first lecture, Dr. MacMillan focussed upon leadership and the art of persuasion. Drawing from the examples of Otto von Bismarck, as well as William Lyon MacKenzie King, and Franklin Delano Roosevelt, MacMillan laid out an interesting argument for “good leadership.” Good leadership, MacMillan explained, demonstrates four key characteristics:<br />
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1. Timing and opportunity;<br />
2. Instinct and determination;<br />
3. Capacity to bring others along; and<br />
4. Driving ambition.<br />
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MacMillan began by elaborating upon the political career of <b>Otto von Bismarck</b>. She described in colourful detail how <b>the Prussian leader ruthlessly bullied his way into power – through good luck and good timing. </b>Thus, by adopting a complex strategy of international trickery, von Bismarck managed to bring about a union of German states. He possessed few admirable qualities. He was determined, ruthless, and did not worry about principles – yet was opportunely elected to Prussian parliament at a time when things were beginning to change.<br />
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<a name='more'></a>MacMillan then expounded upon the quirkiness of <b>William Lyon MacKenzie King</b>, who often consulted his Ouija board to seek advice from his dead mother. Yet despite such eccentricities, as a leader Mackenzie King <b>possessed an innate ability to reconcile rather than exaggerate differences. He seemed to instinctively know where public opinion was moving on particular issues. </b>Drawing upon Canada’s Second World War Conscription Crisis, MacMillan illustrated how MacKenzie King was able to breach a chasm in public opinion, thus crafting the now historic statement “Not necessarily conscription, but conscription if necessary.”<br />
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As a third example of good leadership, MacMillan discussed the political career of<b> Franklin Delano Roosevelt</b>, and his <b>great capacity to bring others along with him</b>. Through his “fireside chats,” Roosevelt communicated in clear and credible ways, using vivid analogies that reached Americans in the comfort of their homes. In this way, he used his chats to educate and to prepare public opinion for actions yet to come; in so doing, he restored confidence in Americans’ ability to help themselves, and shepherded the United States into the Second World War. <b>Franklin Delano Roosevelt also demonstrated another quality of leadership, and that was great drive and determination.</b> As MacMillan pointed out, having been born into a life of privilege, then paralysed by polio while a young man, he exhibited a tremendous will to succeed. He also possessed great compassion for others.<br />
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Through this series of lectures, MacMillan demonstrates in rich and provocative detail, how history is an important tool for understanding our own world - as well as the world of others. By revealing the foibles and quirks of past leaders, she challenges us to look beyond the faults and frailties of human nature, to consider <b>what would have happened if particular leaders had not been… in that particular place… at that particular time. </b>Would things have been better or worse? These are the turning points in history that fascinate MacMillan the most.<br />
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In St John’s, MacMillan spoke about great leaders who went overboard – who became convinced that they were always right, and refused to listen to the objections of others. This week, in Victoria, she will be talking about risk-takers – including New Brunswick’s Lord Beaverbrook. All of the lectures will be broadcasted on <i>CBC Ideas</i>, commencing the week of November 2, and can also be followed on Twitter at #Masseylecture.
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-7462714184009859912015-06-20T08:11:00.000-03:002015-10-05T11:04:19.516-03:00De-constructing Cabinets of Curiosity: Arts-based Inquiry Project in Historical Thinking<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwrWtIKI0T5Jk1NA7xl8xnpE-CjGDeL7xjP1-kEQAy7dVo2ngpJXbQJRlEpO8nJWYDa_WzOGC4ibmLhBcqc3d79lUJVhVWBH6j2X1qPt1w1-VzxnkvmnzD0Tcvi-XSPR53uTw4xIoZ6g/s1600/DSCF0028.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwrWtIKI0T5Jk1NA7xl8xnpE-CjGDeL7xjP1-kEQAy7dVo2ngpJXbQJRlEpO8nJWYDa_WzOGC4ibmLhBcqc3d79lUJVhVWBH6j2X1qPt1w1-VzxnkvmnzD0Tcvi-XSPR53uTw4xIoZ6g/s200/DSCF0028.JPG" width="200" /></a></div>
<span style="font-family: inherit;">By Cynthia Wallace-Casey</span></div>
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<span style="font-family: inherit;">PhD candidate</span></div>
<div style="color: #222222;">
<span style="font-family: inherit;">University of New Brunswick</span></div>
<span style="color: #222222; font-family: inherit;">(Fredericton)</span><br />
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This arts-based inquiry project was intended to complement and extend upon my PhD research, regarding how a heritage community can assist middle school students in deepening their historical consciousness. This activity specifically related to the photovoice component of my research. It was intended to serve two purposes: a) to extend and disseminate my research to a broader public audience, by facilitating the development of a gallery-style photo exhibition that illustrates students’ abilities (through their eyes and in their words) of engaging in historical inquiry within a local history museum; and b) to reveal the nature of their ability to think historically in a museum<br />
setting.<br />
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Read my full report <a href="http://www.thenhier.ca/en/content/de-constructing-cabinets-curiosity-arts-based-inquiry-project">here..</a>.<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-65418741925702337432015-03-23T10:49:00.000-03:002015-03-23T11:36:51.419-03:00Using artifacts to teach social studies: What’s the story?<div class="separator" style="clear: both; text-align: center;">
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4MKfMrQ9_4qyYrbtEfaeBicN-anQnlOuEJFesFjGC2s_0as3VazNGO_VD6PDLWbPKkvlWZjg3MdCzLi3y1GZKvr9udn7MvCJN4QZGb4XqASVEVo1ebmC0IR4hAcpV2nE7Q1QjgsBIRA/s1600/version2.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4MKfMrQ9_4qyYrbtEfaeBicN-anQnlOuEJFesFjGC2s_0as3VazNGO_VD6PDLWbPKkvlWZjg3MdCzLi3y1GZKvr9udn7MvCJN4QZGb4XqASVEVo1ebmC0IR4hAcpV2nE7Q1QjgsBIRA/s1600/version2.jpg" height="161" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Credit: Melynda Jarratt, New Brunswick <br />
Sports Hall of Fame, 2015</td></tr>
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<span style="font-family: inherit;">By Cynthia Wallace-Casey</span></div>
<div style="color: #222222;">
<span style="font-family: inherit;">PhD candidate</span></div>
<div style="color: #222222;">
<span style="font-family: inherit;">University of New Brunswick</span></div>
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<span style="font-family: inherit;">(Fredericton)</span></div>
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<span style="color: #222222; font-family: inherit;">In the interest of expanding upon my previous blog contributions, I’d like to introduce you to a project I’m currently working on, which involves object-based learning. Collaborating with a provincial history museum (</span><a data-cke-saved-href="http://www.nbsportshalloffame.com/en/" href="http://www.nbsportshalloffame.com/en/" style="color: #222222; font-family: inherit;">The New Brunswick Sports Hall of Fame</a><span style="color: #222222; font-family: inherit;">), we are currently developing a unit of study that </span><span style="color: #222222;">focuses</span><span style="color: #222222; font-family: inherit;"> specifically upon artifacts, sport, and war. Through a series of six lesson plans, teachers will be able to access a variety of primary and second sources, to compare and extend upon the artifact source, and thus reconstruct a “story” around each individual owner. This involves adopting a particular disciplinary approach to the past, which is commonly referred to as “material history” or “material culture.”</span></div>
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<span style="font-family: inherit;">Material history, as often practiced in object-centered history museums, represents a unique approach to historical inquiry. As Hood (2009) has pointed out, “most historians are not equipped to do object-centered research” (p.177). For this reason, the challenge of “reading” an object that does not contain words, can be daunting for most anyone, if they have not learned the craft of material history inquiry.</span></div>
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<span style="font-family: inherit;">With my own dissertation research involving seventh grade students, I found that participants particular enjoyed the sense of unbridled wonder that came from approaching their museum as a collection source. Object-based inquiry, although challenging for all, was also <em>doable</em> by all. Students quickly picked up on the technique, and in the process broke away from the official museum story, to create their own sense of meaning – <strong><u>a meaning that was grounded in evidence.</u></strong></span><br />
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<tr><td style="text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFO_831EXtgXid6PJzwm879hNRWgXez5GS2Osr9P1pnz_ek4tIWmP_sdzqh0rKJWNQ3L8y0jAzs_pE_Wqk1x6EyV5kr_sCPsn2fCRluvrOSE2F1LR1fRttuG7hHI3n8q92XuNAHdbaTw/s1600/10397220_10153104565676007_7289270379446247021_o+(1).jpg" height="150" style="margin-left: auto; margin-right: auto;" width="200" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: x-small;">Credit: Melynda Jarratt, New </span><br />
<span style="font-family: inherit; font-size: x-small;">Brunswick </span><span style="font-family: inherit; font-size: x-small;">Sports Hall of Fame, 2015</span></td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFO_831EXtgXid6PJzwm879hNRWgXez5GS2Osr9P1pnz_ek4tIWmP_sdzqh0rKJWNQ3L8y0jAzs_pE_Wqk1x6EyV5kr_sCPsn2fCRluvrOSE2F1LR1fRttuG7hHI3n8q92XuNAHdbaTw/s1600/10397220_10153104565676007_7289270379446247021_o+(1).jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: inherit;"></span></a><br />
<span style="font-family: inherit;">Working with the collection of <a data-cke-saved-href="http://www.nbsportshalloffame.com/en/" href="http://www.nbsportshalloffame.com/en/">The New Brunswick Sports Hall of Fame</a>, we have encountered much the same reaction from student teachers. Thanks to the generosity of Prof. Alan Sears, my curator colleague (Melynda Jarratt) and I, introduced this curatorial approach to a class of student teachers last week. At this particular time, the focus was upon the Historical Thinking concept of <a data-cke-saved-href="http://historicalthinking.ca/primary-source-evidence" href="http://historicalthinking.ca/primary-source-evidence">Evidence and Sources</a> (Seixas & Morton, 2013).</span><br />
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<span style="font-family: inherit;">We began by exploring the official narrative of the museum, by adopting a visual historic space mapping technique (Cutrara, 2010). In this way, we were asking: “What’s the story?” Following this exercise, participants examined specific artifacts within the museum collection, for evidence that each artifact contained. This involved close analysis of the object for who-what-when-where-why evidence; followed by corroboration with additional archival and artifact primary sources; and extended contextualisation using secondary sources. Participants then presented their artifact’s story, demonstrating—with evidence—the reasoning behind their conclusions. Although all of these activities have been designed to take place over an entire social studies unit (not just one class), participants nevertheless gained insight into the pedagogical benefits of object-based learning.</span></div>
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<span style="font-family: inherit;">What are these benefits, you might ask? Well, first of all, students are empowered to do their own looking, and to choose their own point of entry into the past. They also develop the habits of mind to validate and learn from a source, by initially asking “what is it” (i.e. who created it, when, where, and why), as opposed to simply “what does it say.” This cognitive positioning is what Wineburg (2007) and Ashby (2011) have indicated to be fundamentally important to critical inquiry. In addition, by actually examining (and questioning) the sources behind a museum’s narrative claims, students learn that history is not found “whole cloth”—as a neat package (Seixas et al., 2008, p.7)—but rather, is messy, incomplete, and always open to new ways of looking.</span></div>
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<span style="font-family: inherit;">Perhaps most importantly, students also learn that remnants from the past can be tangible and real. Because, at the end of the day, there is conceivably nothing more exciting than to witness the past, in all its richness and colour, as a <em>real thing</em> that you can hold in your hand as evidence, and examine for yourself with your own eyes. This sense of visual intrigue—free of gimmicks and artificial manipulations—is what captivates us beyond words. This aspect of material history is also what Thatcher Ulrich (2001) sums up best, since: “Words cannot display the texture of a bed rug, the sheen of old linen, or the curious geometry of a niddy-noddy. Nor can words replace the subtle measurements our bodies make as we look up at or down upon things…” (p. 8).</span></div>
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<strong><u><span style="font-family: inherit;">References:</span></u></strong></div>
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<span style="font-family: inherit;">Ashby, R. (2011). Understanding historical evidence: teaching and learning challenges. In Davies, I. (Ed.), <em>Debates in history teaching</em>, (pp. 137-147). New York: Routledge.</span></div>
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<span style="font-family: inherit;">Cutrara, S. (2010). Transformative history: The possibilities of historic space. <em>Canadian Social Studies</em>, 44(1), 4-16.</span></div>
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<span style="font-family: inherit;">Hood, A. (2009). Material culture: The object. In S. Barber, C. Peniston-Bird (Eds.), <em>History beyond text: A student’s guide to approaching alternative sources,</em> (pp. 176-198). New York: Routledge.</span></div>
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<span style="font-family: inherit;">Seixas, P. & Morton, T. (2013). <em>The big six historical thinking concepts</em>. Toronto: Nelson.</span></div>
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<span style="font-family: inherit;">Thatcher Ulrich, L. (2001). <em>The age of homespun: Objects and stories in the creation of an American myth</em>. New York: Vintage Books.</span></div>
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<span style="font-family: inherit;">Wineburg, S. (2007). Unnatural and essential: The nature of historical thinking. <em>Teaching History</em>, 129, 6-11.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-82132882128869816152015-03-22T10:25:00.000-03:002015-03-22T10:26:01.127-03:00Hope Restored: New Brunswick's Flag Turns 50<div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi14XLIACt7JjynT3xES9EbciJU-uBmq5Z86rPsjcHgtH0z-09ajyhRqxoWOiOrLKTVAHltCOiVou98scOvSYWHLW-SRB7eD0XEg64xeiGVmyMpuTLjAZDYOpY__DQhuSybAg92gWs3pc8/s1600/2000px-Flag_of_New_Brunswick.svg.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi14XLIACt7JjynT3xES9EbciJU-uBmq5Z86rPsjcHgtH0z-09ajyhRqxoWOiOrLKTVAHltCOiVou98scOvSYWHLW-SRB7eD0XEg64xeiGVmyMpuTLjAZDYOpY__DQhuSybAg92gWs3pc8/s1600/2000px-Flag_of_New_Brunswick.svg.png" height="125" width="200" /></a></div>
<span style="font-family: inherit;">By Cynthia Wallace-Casey</span><br />
<span style="font-family: inherit;">PhD candidate,</span><br />
<span style="font-family: inherit;">University of New Brunswick</span><br />
<span style="font-family: inherit;">(Fredericton)</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">February 24 marks the 50</span><sup style="font-family: inherit;">th</sup><span style="font-family: inherit;"> anniversary of New
Brunswick’s flag. This historic semicentennial
follows less than two weeks behind the adoption of Canada’s national flag. Unlike in Ottawa’s House of Commons, however,
where the flag debate </span>spiraled<span style="font-family: inherit;"> down in some instances to accusations of political
partisanship and linguistic slurs, the development of New Brunswick’s flag took
on far less controversial tones.<o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">This is because New Brunswick had already been assigned
armorial bearings by Queen Victoria in 1868; a design that was to "…be
borne for the said respective Provinces on seals, shields, banners, flags or
otherwise, according to the laws of arms."<a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 11pt; line-height: 115%;">[1]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
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<span style="font-family: inherit;">Thanks to the efficiency of a young civil servant named
<a href="http://www.cbc.ca/news/canada/new-brunswick/q-a-robert-pichette-recalls-creating-new-brunswick-s-flag-1.2953550" target="_blank">Robert Pichette</a>, who quickly undertook the research and development of New
Brunswick’s flag, the adoption process met with very little opposition. Of course there were suggestions that New
Brunswick should follow the lead of Ontario, and adopt the Red Ensign for their
provincial flag. In particular, one
individual, a retired school teacher, writing from Blackwater Ontario,
suggested this particular flag design for New Brunswick:<o:p></o:p></span><br />
<span style="font-family: inherit;"><br /></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6YIPuvcSaRtk7xVkpHXNRpJVnwFGzpT-yoPkNZG8XWFqrnpfQBnt4mWI7vm9Bq7hU40tmlC0DaMxhJQSgs2to5gpfyhU9fjA4G0JfKLg0u7_AQhSBr8j08FxhPmJjMLuQThA8oJ5Syg8/s1600/NBFLag3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6YIPuvcSaRtk7xVkpHXNRpJVnwFGzpT-yoPkNZG8XWFqrnpfQBnt4mWI7vm9Bq7hU40tmlC0DaMxhJQSgs2to5gpfyhU9fjA4G0JfKLg0u7_AQhSBr8j08FxhPmJjMLuQThA8oJ5Syg8/s1600/NBFLag3.jpg" height="180" width="320" /></a></div>
<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">This individual also advised Premier Robichaud against ever flying
the red maple leaf flag on any public building in the province, since it was
"an evil obnoxious Liberal enemy flag.<a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftn2" name="_ftnref2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 11pt; line-height: 115%;">[2]</span></span><!--[endif]--></span></a>"<o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV3SVgl1n2mJX0y6w_Kxdu33DjjkrxSPzOUfn5TbhyphenhyphenhGavCFYCrh-QcUutJqCpw1onifH4CrT3M72o7DAqcud7KCM0Vdhth2WNQ3v9JzloBQw3KuG9i-PJiQ-jXPo6S3bb568FTovvVu0/s1600/Proclamation.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhV3SVgl1n2mJX0y6w_Kxdu33DjjkrxSPzOUfn5TbhyphenhyphenhGavCFYCrh-QcUutJqCpw1onifH4CrT3M72o7DAqcud7KCM0Vdhth2WNQ3v9JzloBQw3KuG9i-PJiQ-jXPo6S3bb568FTovvVu0/s1600/Proclamation.jpg" height="148" width="200" /></a></div>
<span style="font-family: inherit;">Working on the advice of heraldry specialist Conrad Swan of the
College of Arms in London England, as well as war artist <a href="http://epe.lac-bac.gc.ca/100/206/301/lac-bac/canadian_war_artists-ef/www.collectionscanada.gc.ca/war-artists/05100202_e.html">Alan B.
Beddoe, O.B.E., (R.C.N.V.) Rtd</a>., Pichette quickly set the wheels in motion, and
a New Brunswick flag was proclaimed on February 24, 1965. This proclamation was particularly historic, because it was
the first government document to be printed by the Province of New
Brunswick in both official languages.<a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftn3" name="_ftnref3" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="color: black; font-size: 11pt; line-height: 115%;">[3]</span></span><!--[endif]--></span></a><o:p></o:p></span></div>
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<span style="font-family: inherit;">The design represented a stylised interpretation of New
Brunswick’s armorial bearings, taking into account modern tastes for bright,
pure, colours. Modern artistic flare was
also added to each of the symbolic elements.
As Pichette pointed out to Premier Robichaud in a 1965 briefing note:<o:p></o:p></span></div>
<blockquote class="tr_bq" style="margin-left: .5in;">
<span style="font-family: inherit;">I should like to quote From Doctor
Swan’s letter: "When the time comes to draw up the flag", he writes,
"I know that with your knowledge of armory you will urge that the
interpretation of the Arms be bold: a fine, ferocious lion and a good, symbolic
lymphad or galley."</span> </blockquote>
<blockquote class="tr_bq" style="margin-left: .5in;">
<span style="font-family: inherit;">The model submitted by Lieutenant
Commander Beddoe, and drawn at my suggestion, takes these remarks into account.
Therefore this very handsome model is very different from the poor Victorian
drawing that has been in vogue in this province since 1868…</span></blockquote>
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<span style="font-family: inherit;"><o:p></o:p></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSGS3XYWfu9Zf_JqkiBsr3WI9kzk-5HX_dIa1U4hUv-p0iXdQ4RBk0OBnGHgQE8kJeIh5nL8NWUQIBHZes55JZ9pTcYjIA9ns9NLK_mmhSKAclqudjYAqJ4nmi5gl-sSjFk2HI3vnlaLw/s1600/IB3501.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSGS3XYWfu9Zf_JqkiBsr3WI9kzk-5HX_dIa1U4hUv-p0iXdQ4RBk0OBnGHgQE8kJeIh5nL8NWUQIBHZes55JZ9pTcYjIA9ns9NLK_mmhSKAclqudjYAqJ4nmi5gl-sSjFk2HI3vnlaLw/s1600/IB3501.jpg" height="133" width="200" /></a></div>
<span style="font-family: inherit;">Indeed, Beddoe’s design was striking: particularly when flown
against the backdrop of a blue New Brunswick sky.<o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;">During the dedication ceremony that took place in the New
Brunswick Legislature on March 25, 1965, Premier Louis J. Robichaud shared
these words of hope with the people of New Brunswick:<o:p></o:p></span><br />
<blockquote class="tr_bq" style="margin-left: .5in;">
<span style="font-family: inherit;">The symbols on this flag tell the story of the romance of our history. Steeped as we are in the traditions of our pioneering ancestors, this flag also embodies the pride of our future. </span></blockquote>
<blockquote class="tr_bq" style="margin-left: .5in;">
<span style="font-family: inherit;">This beautiful flag, granted to us by Queen Victoria, will be a link between our storied past and our bright future… </span></blockquote>
<blockquote class="tr_bq" style="margin-left: .5in;">
<span style="font-family: inherit;"><span lang="FR-CA">Ce drapeau est un lien entre notre passé, lourd d’histoire, et notre avenir prometteur. Je ne doute pas que tous les citoyens de notre province verront en ce drapeau la fierté que chacun d’entre nous a dans nos institutions et nos traditions.</span> </span></blockquote>
<blockquote class="tr_bq" style="margin-left: .5in;">
<span style="font-family: inherit;"><span lang="FR-CA"></span><span lang="FR-CA">Ce drapeau que nous arborons aujourd’hui pour la première fois rappele admirablement bien nos origines. </span>Soyons en fiers!<a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><span class="MsoFootnoteReference"><span style="font-size: 11pt; line-height: 16.8666667938232px;">[4]</span></span></span></a></span></blockquote>
<span style="font-family: inherit;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvQ2LgT6UyFfdrDyqTl4h8Jk5VyNhyphenhyphenFiDzuIeKlZ1LEgbP490MP3-xQjcFl0vaHyNE8Detxb5stuNl6tOH4gxnwTu9K9_3M2lahWLucl-uf7umFY4hsyQVlwSQa58D1_pzF7YJRQJ0f44/s1600/flag.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhvQ2LgT6UyFfdrDyqTl4h8Jk5VyNhyphenhyphenFiDzuIeKlZ1LEgbP490MP3-xQjcFl0vaHyNE8Detxb5stuNl6tOH4gxnwTu9K9_3M2lahWLucl-uf7umFY4hsyQVlwSQa58D1_pzF7YJRQJ0f44/s1600/flag.jpg" height="222" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Photo taken in the Legislative Assembly of New Brunswick, Thursday March 25, 1965. Left to right: Mr. Melbourne M. Hoyt, QC, Clerk of the Executive Council; the Reverend George A Hatton, Chaplain to the Legislative Assembly; the Honourable Louis J. Robichaud, QC, Premier; Mr. Cyril B. Sheerwood, Leader of the Opposition. Back row: The Honourable Kenneth J. Webber, minister of Labour, and Robert Pichette, Administrative Assistant to the Premier. PANB RS662 C7b</td></tr>
</tbody></table>
</div>
<blockquote class="tr_bq" style="margin-left: .5in;">
<span style="font-family: inherit;"><a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftn4" name="_ftnref4" title=""><span class="MsoFootnoteReference"><!--[endif]--></span></a></span></blockquote>
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<span style="font-family: inherit;"><o:p></o:p></span></div>
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<span style="font-family: inherit;"><o:p></o:p></span></div>
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<span style="font-family: inherit;"><o:p></o:p></span></div>
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<span style="font-family: inherit;">Today, we continue to fly our flag proudly.</span></div>
<div>
<hr align="left" size="1" width="33%" />
<!--[endif]-->
<br />
<div id="ftn1">
<div class="MsoFootnoteText">
<span style="font-family: inherit;"><a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftnref1" name="_ftn1" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 115%;">[1]</span></span><!--[endif]--></span></a> Royal
Warrant of 1868.<o:p></o:p></span></div>
</div>
<div id="ftn2">
<div class="MsoFootnoteText">
<span style="font-family: inherit;"><a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftnref2" name="_ftn2" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 115%;">[2]</span></span><!--[endif]--></span></a> Letter
to Premier Robichaud, January 9, 1965. PANB, RS416.<o:p></o:p></span></div>
</div>
<div id="ftn3">
<div class="MsoFootnoteText">
<span style="font-family: inherit;"><a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftnref3" name="_ftn3" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 115%;">[3]</span></span><!--[endif]--></span></a> D.
Stanley, <i>Louis Robichaud: A Decade of Power</i>, 1984, 115. <o:p></o:p></span></div>
</div>
<div id="ftn4">
<div class="MsoFootnoteText">
<span style="font-family: inherit;"><a href="file:///E:/Heritage%20Week%202015/Social%20Media%20Campaign/NB%20Flag%20Blog.docx#_ftnref4" name="_ftn4" title=""><span class="MsoFootnoteReference"><!--[if !supportFootnotes]--><span class="MsoFootnoteReference"><span style="font-size: 10pt; line-height: 115%;">[4]</span></span><!--[endif]--></span></a>
Premier Robichaud’s speech, March 25, 1965. PANB, RS415.</span><o:p></o:p></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-39765025857814560522015-01-20T22:02:00.000-04:002015-01-20T22:14:57.463-04:00A Reading that Has Helped Change my View of History Education: Nokes' Learning to Read and Reason <div class="separator" style="clear: both; text-align: center;">
<a href="http://images.tandf.co.uk/common/jackets/weblarge/978041580/9780415808989.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://images.tandf.co.uk/common/jackets/weblarge/978041580/9780415808989.jpg" height="200" width="134" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;">Book Review by Cynthia Wallace-Casey,</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">PhD Candidate</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">University of New Brunswick</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">(Fredericton)</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Picture this: </span><br />
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">"Ms. Cordova, the principal at McArthur Middle School, walks down the hall of the social studies department during third period. She notices the lights are off in Mr. Hanks’ classroom and, glancing in, observes that he is showing students a video. Most students are filling out a worksheet. Ms. Cordova is distracted by loud voices coming from the next classroom down the hall. As she approaches, she hears students reciting in unison the names of the presidents of the United States in chronological order… Finally Ms. Cordova sees Mr. Rich’s classroom, the class she has come to observe. As she enters, students’ behaviour appears somewhat chaotic… As Ms. Cordova approaches, Mr. Rich nervously welcomes her, inviting her to join the students’ discussions. Students pay little attention to her. They are looking at a black and white photograph of children working in a textile mill..." (Noke, 2013, p.3) </span></blockquote>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">These words are drawn from the opening passage of Jeffrey Nokes’ publication Building Students’ Historical Literacies: Learning to Read and Reason with Historical texts and Evidence (2013). Having completed 13 weeks of fieldwork with a class of seventh-graders (exploring the role of evidence and sources in history education), I see great relevancy in Nokes’ words. <br /><br />Through "quasi-autobiographical" vignettes that set the stage for each chapter, we enter into the world of the classroom teacher. In this way we are able to empathise with the challenges—as well as rewards—teachers face in integrating Historical Thinking concepts into history education. Indeed, as both <a href="http://historicalthinking.ca/blog/561">Ronald Martinello</a> and <a href="http://thenhier.ca/en/content/teaching-historical-thinking-bed-students-what-happens-part-ii">David Bussel </a>have confided, the transition from a "Mr. Hanks" to a "Mr Rich" is not an easy task. Reflecting back on my own (relatively brief) classroom experience, such a transition in learning culture can be challenging at best; Nokes, however, demonstrates how it can be done. <br /></span><br />
<a name='more'></a><span style="font-family: Arial, Helvetica, sans-serif;">Over 13 chapters, he points out how students can be enabled to use evidence to respond to interpretive questions about the past. This is accomplished by using primary and secondary source accounts, as well as historical novels, census records, physical traces, and other artifacts, to explore well defined aspects of history. With each example, the teachers follow a common pattern for planning and delivery: </span><br />
<ul><span style="font-family: Arial, Helvetica, sans-serif;">
<li>selection of objective,</li>
<li>selection of texts, </li>
<li>determination of support and structure that students require to use the texts, </li>
<li>and execution of the lesson (Nokes, 2013, p. 194). </li>
</span></ul>
<span style="font-family: Arial, Helvetica, sans-serif;">
In the final chapter, Nokes provides several practical tips for getting started in building students’ historical literacies. These include commencing small, borrowing from colleagues as well as <a href="https://historicalliteracies.byu.edu/Pages/index.aspx">Internet sources</a>, using graphic organizers to build structure along with accountability, and focusing upon depth rather than breadth in content coverage. <br /><br />For those beginning their teaching career, or for those simply wishing to adopt “Mr. Rich’s” teaching style, much practical advice can be drawn from this book. As Sam Wineburg points out, the author “combines salt-of-the earth wisdom with concrete examples from real schools and real teachers” (p.xii). Because of his insightful method of presenting pedagogical content knowledge, Nokes has helped me to gain more confidence in my own approach to inquiry-based learning. <br /><br /><b>References: </b><br /><br />Bussell, D. (2014). Teaching historical thinking to B.Ed students: What happens part II (Retrieved from: <a href="http://thenhier.ca/en/content/teaching-historical-thinking-bed-students-what-happens-part-ii">http://thenhier.ca/en/content/teaching-historical-thinking-bed-students-what-happens-part-ii </a>) <br /><br />Martinello, R. (2014). Thoughts on how to teach using historical thinking concepts. (Retrieved from: <a href="http://historicalthinking.ca/blog/561">http://historicalthinking.ca/blog/561</a> ) <br /><br />Nokes, J. (2013). Building students’ historical literacies: Learning to read and reason with historical texts and evidence. New York: Routledge.</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-86798459835832613272014-11-29T16:16:00.002-04:002014-11-30T10:47:50.939-04:00Mapping the Historical Consciousness of 7th Graders.<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjytnuoyVn3sQWuZJz8-4O5GiAqhw6nHTAIH6kg4ub608jVTOK0NWF3dHJKjjs8vfhRZ53tPltNKGzJTUxTCay81FVDbZeNjJgWiLQxLQs9qCxUDiFmW0IQN5D8RC-amZrEXNu2WbX2Ag/s1600/pageHeaderTitleImage_en_US.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjytnuoyVn3sQWuZJz8-4O5GiAqhw6nHTAIH6kg4ub608jVTOK0NWF3dHJKjjs8vfhRZ53tPltNKGzJTUxTCay81FVDbZeNjJgWiLQxLQs9qCxUDiFmW0IQN5D8RC-amZrEXNu2WbX2Ag/s1600/pageHeaderTitleImage_en_US.jpg" height="62" title="" width="200" /></a></div>
<span style="font-family: inherit;">by Cynthia Wallace-Casey,</span><br />
<span style="font-family: inherit;">PhD Candidate</span><br />
<span style="font-family: inherit;">University of New Brunswick</span><br />
<span style="font-family: inherit;">(Fredericton)</span><br />
<div class="MsoNormal">
<span style="line-height: 115%;"><span style="font-family: inherit;"><br /></span></span>
<span style="line-height: 115%;"><span style="font-family: inherit;">At the risk
of self-promotion, I would like to draw your attention to a research note that
has just been published in the <i><a href="http://w3.stu.ca/stu/sites/jnbs/en/current_issue.html" target="_blank">Journal of New Brunswick Studies</a></i>. As a graduate student who has devoted the past 5
years to exploring the phenomenon of historical consciousness, I am
(needless-to-say) thrilled and honoured to see a small piece of my research published
in a scholarly journal.<o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: inherit;"><br /></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: inherit;">All this
aside, the findings also warrant further discussion, since they provide an
intriguing glimpse into an age group less commonly discussed in conversations
around historical consciousness and historical thinking in Canada. The data was
collected as part of a pre-survey that expanded upon the <a href="http://www.utppublishing.com/Canadians-and-Their-Pasts.html" target="_blank"><i>Canadians and their Pasts</i> (2013)</a> investigation with an entire class
of Anglophone 7<sup>th</sup> graders. In
working with this group of students, I had the privilege of learning a little
bit more about their relationship with the past, and the narratives that they
carry. Over a period of 15 weeks, we worked together to explore a material
history framework for historical thinking in museums, which served as a
cultural tool for deepening students’ historical consciousness.<o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><span style="line-height: 115%;">As <a href="http://public-history-weekly.oldenbourg-verlag.de/2-2014-33/memory-recall-historical-consciousness-implications-education/" target="_blank">Stéphane Levesque (2014)</a> has pointed out, “the study of historical consciousness makes
it possible to understand how people <i>use</i>
the past.” For the students participating in this inquiry, it was evident that
they initially <i>used</i> the past to
situate themselves within a Canada narrative of privilege and war. These “broad
pictures” for remembering represented common themes that</span><span style="line-height: 115%;"> (</span><span style="line-height: 115%;">just as Levesque has indicated</span><span style="line-height: 115%;">) </span><span style="line-height: 115%;">served
as “backdrops” for acquiring new knowledge. For these students, their themes of
privilege and war were predominantly optimistic.<o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkB5EoD47fQTMD3N-O4zEi2SeALyq0L0ScfidVGQS5GTCSYb74aCycpSLAaBJuoJlYQEGfu_6htPXiua0yLJR1udmeQzsRToL_YSm6_2aU3eij7kdCvm9ykOIJ6gZscPtpYAAZGEc_lA/s1600/Figure+7+-+Change+over+Time.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkB5EoD47fQTMD3N-O4zEi2SeALyq0L0ScfidVGQS5GTCSYb74aCycpSLAaBJuoJlYQEGfu_6htPXiua0yLJR1udmeQzsRToL_YSm6_2aU3eij7kdCvm9ykOIJ6gZscPtpYAAZGEc_lA/s1600/Figure+7+-+Change+over+Time.jpg" height="121" width="200" /></a></div>
<div class="MsoNormal">
<span style="color: #111111; line-height: 115%;"><span style="font-family: inherit;">In somewhat contradiction to this optimism, however, many
of the students paralleled this schema with more pessimistic perceptions about
change over time. In this regard the students were very <u>unlike</u> adult samplings
in the larger <i>Canadians and Their Pasts</i>
study. Hence, rather than perceiving things as getting better over time, nearly
half (42%) of the students recognised progression as a contradiction. For these
students, while technology had made life easier, the resulting pollution and
conflict had also made life worse. In this sense, students’ narratives of
privilege seemed to be somewhat at odds with their beliefs in change over time.</span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="color: #111111; line-height: 115%;"></span></span><br />
<a name='more'></a><span style="font-family: inherit;"><span style="color: #111111; line-height: 115%;">What is perhaps even more interesting about this dataset,
is what it reveals about students’ beliefs around historical knowledge. </span><span style="line-height: 115%;">For the majority of students (63%), they
believed that whenever anyone disagrees about the past it is simply a matter of
consulting with experts, or secondary sources, to find out what happened. In this sense, students demonstrated a belief
in knowledge as something that can be <i><u>found</u></i></span><span style="line-height: 115%;">—</span><span style="line-height: 115%;">by simply asking an expert or consulting a secondary source. <o:p></o:p></span></span></div>
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<span style="line-height: 115%;"><span style="font-family: inherit;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="line-height: 115%;">At first
glance, such a strategy for resolving disagreements about the past might seem
very effective. What is problematic about this approach, however, is that students
did not see themselves as <i><u>part</u></i>
of a community of historical inquiry. Instead, </span><span style="color: #111111; line-height: 115%;">history
was something that someone more knowledgeable did for them. As a result, all
they had to do was know how to <i><u>find</u></i>
it.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="color: #111111; line-height: 115%;"><span style="font-family: inherit;"><br /></span></span></div>
<div class="MsoNormal">
<span style="color: #111111; line-height: 115%;"><span style="font-family: inherit;">As I have explained in my previous blog posts (see <a href="http://nbheritage.blogspot.ca/2014/09/taking-time-for-role-reversals-in.html" target="_blank">September 2014 </a>and <a href="http://nbheritage.blogspot.ca/2014/03/de-constructing-cabinets-of-curiosity.html" target="_blank">March 2013</a>), by
engaging students in active historical thinking, using artifact sources as starting
points for critical historical inquiry, participants in this study came to adopt
more complex understandings around the nature of historical knowledge. In this
sense, students came to see history as a narrative that is <i>re-constructed</i> (from historical evidence), rather than simply
found.</span></span></div>
<div class="MsoNormal">
<span style="color: #111111; line-height: 115%;"><span style="font-family: inherit;"><br /></span></span></div>
<div class="MsoNormal">
<span style="color: #111111; line-height: 115%;"><span style="font-family: inherit;">I invite you to read the full research note as it
appears in the current issue of the <i><a href="http://journals.hil.unb.ca/index.php/JNBS/article/view/22339/25943" target="_blank">Journal of New Brunswick Studies</a></i>.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="color: #111111; line-height: 115%;"><span style="font-family: inherit;"><br /></span></span></div>
<div style="line-height: 19.2000007629395px; margin-bottom: 1em; margin-top: 1em; padding: 0px;">
<span style="background-color: white;"><span style="font-family: inherit;"><b>Credits:</b></span></span></div>
<div style="line-height: 19.2000007629395px; margin-bottom: 1em; margin-top: 1em; padding: 0px;">
<span style="background-color: white;"><span style="font-family: inherit;">Conrad et al (2013). <em style="margin: 0px; padding: 0px;">Canadians and Their Pasts</em>. Toronto: University of Toronto.</span></span></div>
<div style="line-height: 19.2000007629395px; margin-bottom: 1em; margin-top: 1em; padding: 0px;">
<span style="background-color: white;"><span style="font-family: inherit;">Levesque, S. (2014).<span style="color: #444444;"> </span><a href="http://public-history-weekly.oldenbourg-verlag.de/2-2014-33/memory-recall-historical-consciousness-implications-education/" style="color: #096483; margin: 0px; padding: 0px;">"Between memory recall and historical consciousness: Implications for education"</a><span style="color: #444444;">. </span><em style="margin: 0px; padding: 0px;">Public History Weekly</em>. Web.</span></span></div>
<div style="line-height: 19.2000007629395px; margin-bottom: 1em; margin-top: 1em; padding: 0px;">
<span style="background-color: white;"><span style="font-family: inherit;">Wallace-Casey, C. (2014).<span style="color: #444444;"> </span><a href="http://journals.hil.unb.ca/index.php/JNBS/article/view/22339/25943" style="color: #096483; margin: 0px; padding: 0px;">"7th graders and thier pasts: A New Brunswick case study"</a><span style="color: #444444;">.</span> <em style="margin: 0px; padding: 0px;">Journal of New Brunswick Studies</em>. Web</span></span><br />
<span style="background-color: white;"><span style="font-family: inherit;"><br /></span></span>
<span style="background-color: white;"><span style="font-family: inherit;">Wallace-Casey, C. (2014). <a href="http://nbheritage.blogspot.ca/2014/09/taking-time-for-role-reversals-in.html" target="_blank">"Taking time for role reversals in museums"</a></span></span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;">Wallace-Casey, C. (2013). <a href="http://nbheritage.blogspot.ca/2014/03/de-constructing-cabinets-of-curiosity.html" target="_blank">"De-constructing cabinets of curiosity: History's mysteries in museums."</a></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-64731728765477071842014-11-04T18:55:00.004-04:002021-02-02T17:16:05.978-04:00Adapting Documents for the Classroom: Equity and Access<span style="font-family: inherit;">Source:</span><br />
<span style="font-family: inherit;">Teaching History.org</span><br />
<span style="font-family: inherit;"><br /></span>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><b><span style="background: white;">What Is It?</span></b></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><span style="background: white;">Preparing and modifying primary source documents
so that all students can read and analyze them in their history classrooms.</span></span><br />
<span style="font-family: inherit;"><span style="background: white;"><br /></span></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><b><span style="background: white;">Rationale</span></b></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><span style="background: white;">Although they are useful for engaging students in
the past, and teaching them to think historically, primary source documents
often use antiquated or complex language. This can pose a challenge even for
able readers, let alone those who read below grade level. Adapting a variety of
historical documents for use in the classroom will allow students greater
access to important reading and thinking opportunities.</span></span><br />
<span style="font-family: inherit;"><span style="background: white;"><br /></span></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><b><span style="background: white;">Description</span></b></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><span style="background: white;">Adapting documents for the classroom includes the
use of excerpts, helpful head notes, and clear source information. It means
adjusting documents for non-expert readers and making them shorter, clearer,
and more focused. Adaptations can also include simplifying syntax and
vocabulary, conventionalizing punctuation and spelling, cutting nonessential
passages, and directing attention to a document's key components.</span><o:p></o:p></span></div>
<br />
<a href="https://teachinghistory.org/teaching-materials/teaching-guides/23560" target="_blank"><span style="font-family: inherit;">Read more..<br />.</span></a>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-24029099398477721152014-11-04T18:54:00.000-04:002014-11-29T16:37:48.985-04:00Is it Ever Okay to Tamper with the Past? Modifying Primary Sources to Make Them Accessible<div style="margin-bottom: .0001pt; margin: 0cm;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_f6MOJYKGxxyS1EFG0CvSnAvCYoz5ECsRkarjiey5xnq_loiGrG0PE0TWfijxqZVSk53tmD2MT5-6At9eRYrwLgUPEGOw5Ld8aNViKSnT-ikVer2NHrjTFciGJw0F4xuuFfLwFORRPQ/s1600/modifying-docs-e1414268372970.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_f6MOJYKGxxyS1EFG0CvSnAvCYoz5ECsRkarjiey5xnq_loiGrG0PE0TWfijxqZVSk53tmD2MT5-6At9eRYrwLgUPEGOw5Ld8aNViKSnT-ikVer2NHrjTFciGJw0F4xuuFfLwFORRPQ/s1600/modifying-docs-e1414268372970.png" height="112" width="200" /></a></div>
<span style="font-family: inherit;">Source: <o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><i>History Tech </i><o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;">by glennw on October 27, 2014<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;">Maybe this is not as big a topic as I think it is. Maybe it’s just
me. But it seems as if the idea of modifying primary sources in order to make
them more “user friendly” for our students, especially younger kids, is kind of
a big deal.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><br /></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;">Maybe I’m wrong. As I travel around the country, I get the chance
to work with lots of social studies teachers – who by the very nature of their
position have a tendency to voice strong opinions about, well . . . just about
everything.<o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0cm;">
<span style="font-family: inherit;"><br /></span></div>
<div style="margin: 0cm 0cm 0.0001pt;">
<span style="font-family: inherit;">Including among other
things: K-State football, KU basketball, Democrat, Republican, Texas BBQ, Kansas
City BBQ, and iPads vs. Chromebooks.</span><br />
<span style="font-family: inherit;"><br /></span></div>
<span style="font-family: inherit;"><u1:p></u1:p>
<u1:p></u1:p>
<u1:p></u1:p>
<u1:p></u1:p>
<u1:p></u1:p>
</span><br />
<div style="margin: 0cm 0cm 0.0001pt;">
<a href="http://historytech.wordpress.com/2014/10/27/modify-or-not-editing-primary-sources-to-make-them-accessible/" target="_blank"><span style="font-family: inherit;">Read more...</span></a><span style="font-family: Arial, sans-serif;"><o:p></o:p></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-80053949715437009572014-10-29T20:49:00.001-03:002014-11-29T16:41:43.195-04:00Learning with the Canadian Museum for Human Rights.<div class="MsoNormal">
<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO6twh8fMMzcEPnyL-Xy31CVkng4egjbspNTZwEvxCQbxKHS3PVH49hfnnZxGBpf7kF5aiHG8s_wgMINBn6rjrMdufN_xRbS0gNyBezxTqaMnNVPRSzMpRoFZwIO236Oj8odeuX9ULwg/s1600/800px-Canadian_Museum_for_Human_Rights,_October_2012.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO6twh8fMMzcEPnyL-Xy31CVkng4egjbspNTZwEvxCQbxKHS3PVH49hfnnZxGBpf7kF5aiHG8s_wgMINBn6rjrMdufN_xRbS0gNyBezxTqaMnNVPRSzMpRoFZwIO236Oj8odeuX9ULwg/s1600/800px-Canadian_Museum_for_Human_Rights,_October_2012.jpg" height="150" width="200" /></a></div>
<span style="font-family: inherit;">by Cynthia Wallace-Casey,</span><br />
<span style="font-family: inherit;">PhD Candidate</span><br />
<span style="font-family: inherit;">University of New Brunswick</span><br />
<span style="font-family: inherit;">(Fredericton)</span><br />
<span style="font-family: inherit;"><span style="line-height: 115%;"><br /></span>
<span style="line-height: 115%;">For educators interested
in human rights, consider the recently opened Canadian Museum of Human Rights
as your go-to source for lesson plans and teaching ideas. As someone who has
been watching the museum develop from afar, I look forward to the day when I
can visit in person. Yet, for those of us restricted by distance, the museum’s
web site provides an effective outreach service that is equally beneficial. <span style="font-size: small;"><o:p></o:p></span></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="line-height: 115%;">As Mireille Lamontagne has noted in her recent </span><a href="https://humanrights.ca/blog/teachers-excited-about-new-human-rights-resource-their-fingertips"><span style="line-height: 115%;">blog
post</span></a><span style="line-height: 115%;">, the museum’s<span class="apple-converted-space"><span style="background: white; letter-spacing: .4pt;"> </span></span></span><a href="https://humanrights.ca/search/site/ctfdb"><span style="background: white; font-family: "Arial","sans-serif"; font-size: 12.0pt; letter-spacing: .4pt; line-height: 115%;">Canadian Human Rights Toolkit</span></a><span class="apple-converted-space"><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;"> </span></span><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">provides a convenient hub for
lesson plans geared towards grades K-12, which can be filtered by province,
language, grade level, and subject area. The hub currently boasts more than 200
teacher-reviewed resources, including lesson plans, teacher’s guides, manuals,
handbooks, and study guides. What makes this tool kit most promising, however,
is that it is a work-in-progress. As such, it represents an evolving database
of teaching resources, useful for Canadian classrooms, and intended to grow
over time with user-generated content. In this way the </span><a href="https://humanrights.ca/search/site/ctfdb"><span style="background: white; font-family: "Arial","sans-serif"; font-size: 12.0pt; letter-spacing: .4pt; line-height: 115%;">Canadian Human Rights Toolkit </span></a><span class="apple-converted-space"><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">promotes an on-going exchange on human rights education
in Canada. As educators, the more we contribute to this exchange, the more we
can add to the national conversation.<o:p></o:p></span></span></span></div>
<div class="MsoNormal">
<span class="apple-converted-space"><span style="background: white; font-family: inherit; letter-spacing: 0.4pt; line-height: 115%;"><br /></span></span></div>
<div class="MsoNormal">
<span class="apple-converted-space"><span style="background: white; font-family: inherit; letter-spacing: 0.4pt; line-height: 115%;">Criteria for
submissions to the toolkit are based upon four basic points:</span></span></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
</div>
<ul>
<li><span style="font-family: inherit; letter-spacing: 0.4pt; line-height: 115%; text-indent: -18pt;">Related
to human rights;</span></li>
<li><span style="font-family: inherit;"><span style="letter-spacing: 0.4pt; line-height: 115%; text-indent: -18pt;"><span style="font-stretch: normal; line-height: normal;"> </span></span><span style="letter-spacing: 0.4pt; line-height: 115%; text-indent: -18pt;">Available
in English and/or French;</span></span></li>
<li><span style="font-family: inherit; letter-spacing: 0.4pt; line-height: 115%; text-indent: -18pt;">Intended
for the Canadian classroom;</span></li>
<li><span style="font-family: inherit; letter-spacing: 0.4pt; line-height: 115%; text-indent: -18pt;">Aimed
at students aged 5 to 18;</span></li>
</ul>
<span style="background-color: white; font-family: inherit; letter-spacing: 0.4pt; line-height: 115%;">Resources are verified for completeness and suitability
according to this criteria, then posted as “not reviewed”. Materials are later reviewed
bi-annually by a national committee of accredited teachers, brought together by
the museum’s project partners (these partners, however, are not identified). </span><br />
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;"></span><br /></span>
<a name='more'></a><span style="font-family: inherit;"><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">As a concept, the </span><a href="https://humanrights.ca/search/site/ctfdb"><span style="background: white; font-family: "Arial","sans-serif"; font-size: 12.0pt; letter-spacing: .4pt; line-height: 115%;">Canadian Human Rights Toolkit</span></a><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">
represents a great beginning, but it still requires your contributions. For me, my greatest disappointment is that
there is no filter for “history”, but this can easily be remedied by the web
designers. I also, found very few lesson plans relating to my own (New
Brunswick) interest in </span><a href="http://humphreyhampton.org/main.html"><span style="background: white; font-family: "Arial","sans-serif"; font-size: 12.0pt; letter-spacing: .4pt; line-height: 115%;">John Peters Humphrey</span></a><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">. This,
however, is not the fault of the museum, since this hub is simply a reflection
of what is currently found to be available. Those of you with lesson plans and
other resources to share, now is the time to begin filling in the gaps.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="background: white; font-family: inherit; letter-spacing: 0.4pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">In addition to the tool kit, the museum’s web site also
contains a “</span><a href="https://humanrights.ca/act/share-your-story/view-stories"><span style="background: white; font-family: "Arial","sans-serif"; font-size: 12.0pt; letter-spacing: .4pt; line-height: 115%;">Share your Story</span></a><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">” section,
where a few insightful videos have been posted as individual testimonials. </span><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">What
makes this feature particularly intriguing is the complementary “</span><a href="https://humanrights.ca/act/share-your-story/record-your-story"><span style="background: white; font-family: "Arial","sans-serif"; font-size: 12.0pt; letter-spacing: .4pt; line-height: 115%;">Record your Story</span></a><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">” section,
where it is possible to actually contribute your own one minute testimonial. Hence,
like the toolkit, this story section has the potential to evolve with time, as
more testimonials are added by the Canadian public. This feature also has great
potential for student-driven projects, documenting the experiences of
individuals within their community.</span></span></div>
<div class="MsoNormal">
<span style="background: white; font-family: inherit; letter-spacing: 0.4pt; line-height: 115%;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">For those of you close enough to visit the</span><span style="line-height: 115%;"> Canadian Museum of Human Rights<span style="background: white; letter-spacing: .4pt;"> in person, the museum’s school
tour program appears to be richly participatory. Each guided school tour (seven in total)
adopts a dialogic framework that involves four distinct steps: Learn,
Experience, Do, and Discuss. What makes
this approach beneficial is that students are given the opportunity to reflect
upon their experiences while <i>in </i>the
museum, and then share their thoughts before leaving. Again, this is
participatory learning at its best, involving all the senses, with actions and moments
for reflection that are student-driven.<o:p></o:p></span></span></span></div>
<span style="font-family: inherit;"><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;"><br /></span>
<span style="background: white; letter-spacing: 0.4pt; line-height: 115%;">If you would like to learn more about the education programs
offered by the Canadian Museum for Human Rights, their next </span><a href="https://humanrights.ca/learn/museum/educators-program"><span style="background: white; font-family: "Arial","sans-serif"; font-size: 12.0pt; letter-spacing: .4pt; line-height: 115%;">Educator’s Open House</span></a><span style="background: white; letter-spacing: 0.4pt; line-height: 115%;"> will
take place on November 20. I only wish
that I lived a little bit closer, so I could attend!</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7672167929986174018.post-80392727253640124762014-09-16T22:32:00.000-03:002014-11-30T10:41:10.773-04:00Taking Time for Role Reversals in Museums<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYn47hN_lP-bXIb0uBhic2xjjD1rAOQMLRLphV5dn76tBBCtvVCMQhqH7qFKOyvhAgf_6W9XbRxO-iQ0nvlSk08e688qNVgLYPxLg27VxfBTiKaJ6WUwtLr85F6D0ExchMNS4ec9m-rw/s1600/Flipped3.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYn47hN_lP-bXIb0uBhic2xjjD1rAOQMLRLphV5dn76tBBCtvVCMQhqH7qFKOyvhAgf_6W9XbRxO-iQ0nvlSk08e688qNVgLYPxLg27VxfBTiKaJ6WUwtLr85F6D0ExchMNS4ec9m-rw/s1600/Flipped3.jpg" height="146" width="200" /></a><span style="font-family: inherit;">by Cynthia Wallace-Casey,<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;">PhD Candidate<o:p></o:p></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: inherit;">University of New Brunswick<o:p></o:p></span></div>
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<span style="font-family: inherit;">(Fredericton)<o:p></o:p></span></div>
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One of the biggest challenges I've encountered when working with both
adults and students in community history museums, is the problem of time.
There never seems to be enough time to make connections: connections with
student visitors, connections to individual artifacts, connections to big ideas
in history. Too often it seems, a school field-trip to a community
museum evolves into little more than a hurried walk through history, where
students are presented with only the alluring highlights of each exhibit space.
Although armed with the best of intentions, in such instances museum educators
become little more than information gatekeepers, adjusting their tour ‘on the
fly’ to the immediate needs of a group leader—without any prior knowledge of
the students or their interests. For students themselves, such a scenario
leaves no time to ask questions, no time for individual engagement, and no time
to establish historical connections.<o:p></o:p></span></div>
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<span style="font-family: inherit;">There is a solution to this, however, and it rests with role reversals,
along with repeat museum visits. As I have found in my own research, with
repeat visits to a community history museum (combined with curatorial classroom
time) traditional gatekeeper roles can be reversed—thus ‘flipping the
museum’—to enable student-driven exploration of the past. In my own case study,
students visited their local community history museum four times over six
weeks. In between, they also re-visited their experience through classroom
activities, which included close reading (and corroboration) of artifact
sources, as well as mapping of museum narratives. In this way, students were
empowered to break out of their passive role as knowledge-receivers—to become
engaged in discovery, observation, de-construction, and re-interpretation.<o:p></o:p></span></div>
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<span style="font-family: inherit;">By returning to the museum over an extended unit of study, students
benefited from having ample time to establish thoughtful connections within the
museum. In addition, with each repeat visit, role reversals became increasingly
more evident, as students themselves adopted the social role of museum
curators. Thus, arriving at the museum for their first visit, students
attentively followed the guide, listening to the words and taking notes.
Arriving for the second visit, it was obvious that all of the students were now
eager and prepared to engage in dialogue with the exhibits, as well as the
curators. They were focused, familiar with the site, and armed with a mission.
This sense of purpose continued with each return, as students became increasing
more accustomed to the learning environment, and seized upon each opportunity
to direct probing questions of the curators. By the fourth and final museum
visit, it was clear that museum roles had been flipped, since instead of simply
following the guide and taking notes (as had been the case during their first
visit), students were now fully in charge of the tour—with each presenting
curatorial statements of significance about their chosen artifact, while the
adult audience simply listened. This reversal process proved to be very
effective,<o:p></o:p></span></div>
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<a name='more'></a><span style="font-family: inherit;">Interview data collected at the end of the museum learning experience
indicates that students particularly enjoyed the opportunities to engage in
active and dialogic learning. Their reasoning was grounded in three elements of
inquiry: 1) wonder and discovery, 2) experiencing the real thing, and 3)
re-constructing the past. They particularly enjoyed being able to explore the
museum at will, to venture beyond public exhibition spaces, and to encounter
artifacts outside of a formal exhibit context. This freedom provided students
with a sense of wonder and discovery, which was driven by their own sense of
curiosity.<b> </b>They also liked being able to experience the “real
thing” and to actually handle the artifacts. This sense of reality was much
better, they explained, than simply relying upon pictures or written text for
historical information. Others also remarked how they enjoyed being able to
take information in from their peers, and actually interact with the museum
curators. In this sense, they enjoyed being able to re-construct the past,
either visually or orally, using their own words.<o:p></o:p></span></div>
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<span style="font-family: inherit;">Enabling students to take charge of historical inquiry within a
community history museum represents an essential step towards opening up the
community of inquiry. In order for this to happen, however, we must all recognise that
community history museums do not exist as temples of truth, but rather serve as
forums for discourse. In this sense, while nothing can replace the profound experience
of witnessing the past through real—tangible—things, these <i>things</i> are
not always what first impressions (or a tour guide’s hurried highlights) might
make them out to be. That is why students taking charge, through repeat visits
and close re-examination of artifact sources, is so essential for community
museums. By <i>making</i> time for careful examination of the
evidence community museums present as historical ‘truths’, we can assist
students in <i>taking</i> time to think more critically about the
pasts they encounter in everyday life.</span><span style="font-family: Times New Roman, serif; font-size: 12pt;"><o:p></o:p></span></div>
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