Presenter Information

Lubomyr Luciuk

Banff Cave & Basin Tour

Canada’s first national internment operations of 1914-1920 are still not well known, partly because most survivors were afraid to speak out about what happened to them and also because the Government of Canada destroyed many of the relevant archives. And yet thousands of Ukrainians and other Europeans were branded as “enemy aliens” during the First World War, transported into the Dominion’s frontier hinterlands and forced to do heavy labour for the profit of their jailers. And not only did these measures continue until June 1920 but the victims were subjected to other state-sanctioned censures, including disenfranchisement. The War Measures Act would be used again against Japanese, German, and Italian Canadians during the Second World War and during the 1970 Quebec Crisis. By participating in this guided tour of the Cave & Basin internment camp site in Banff National Park you will have an exclusive opportunity to listen to Professor Lubomyr Luciuk tell the story of how he first learned about this historic injustice and organized the Ukrainian Canadian community's eventually successful campaign for acknowledgement and redress.

Kristian Basaraba

Decolonization Skateboards: Exploring Colonialism, Creativity and Reconciliation with Skateboards

This session outlines how students combined skateboard art with a history lesson on Indigenous culture and colonialism in an effort to raise awareness about reconciliation. Students worked with a number of Indigenous creatives and leaders to explore Indigenous history and strengthen their understanding of the effects of government policies, legislation and practices on Indigenous cultures and peoples. Participants will learn about the inspiration behind this project, how it was implemented and what it would take to do it in their own classroom. They will also hear about how skateboarding can be a form of activism to inspire social change and used as a call to action to forge the path to decolonization.

Craig Findlay

Ways of Knowing and a Path Towards Reconciliation

The session will explore the power of relationships, shared experience, and land-based learning, as entry points to engage in the truth and reconciliation process. A personal journey of learning about traditional Blackfoot ‘ways of knowing’ will be shared. Furthermore, a social studies critical thinking framework—open-mindedness, empathy, humility, truth, reciprocity—will be explored as a tool to help students and teachers learn about the complex history of Canada and our relationship to nature, land, and place.


I am in my 29th year of teaching, having worked in five different school settings, with most of my teaching in high school social studies. I feel fortunate to have experienced a wide variety of wonderful professional learning opportunities, including a secondment with the Southern Alberta Professional Development Consortium, an instructor secondment with the University of Lethbridge Faculty of Education, and a variety of curriculum design and learner assessment work with Alberta Education. I had the privilege of serving in executive roles at the local and provincial levels of the ATA Social Studies Specialist Council. I am currently involved in the ATA sponsored Finland-Alberta International Research Project collaborating with other Alberta schools and our Finnish partners to explore the overarching inquiry question: what makes a great school for all? Over the past five years I have been on a personal and professional journey towards deepening my understanding of traditional Blackfoot ways of knowing, focused on my relationship to the land and stories of the place I call home. -Craig Findlay

Rachel Collishaw

Voting Rights through Time: Inquiry and Inclusion

Rachel Collishaw, Elections Canada

How inclusive is our democracy? That is the inquiry question students discuss in Voting Rights Through Time, a free learning resource that highlights inquiry learning and historical thinking. In this workshop,

you will uncover Canada’s voting history through case studies of federal voting rights for First Nations Peoples, Inuit, Japanese Canadians, Women and youth since 1867. In the activity, students read aloud event cards describing historical events, and decide together where to place events on a timeline, and on a scale of inclusion to exclusion. The “timeline with attitude” is a thought-provoking tool for engaging students in using the historical thinking concept of continuity and change. The activity is available in English and in French, and supports social studies 9, 10, and 30. It can be ordered in a language learner version, and adapts to many subject areas to highlight citizenship, literacy and critical thinking. Students

of all abilities are included in this activity that emphasizes collaboration, connection, conversation, and reflection.

Rachel Collishaw is the Pedagogical Advisor in Civic Education at Elections Canada. She has over 20 years of experience as a secondary teacher and instructional coach in the Ottawa and New Zealand. She is a recipient of the 2013 Governor General’s History Award for Excellence in Teaching for her innovative work with historical thinking. She is an author of several inquiry-based learning resources and curriculum in Ontario. She is also president of the Ontario History and Social Science Teachers’ Association (OHASSTA), and of the Social Studies Educators Network of Canada (SSENC) and a mother of two young adults.

Monique McLeod

MUSEEHOLOCAUSTE.CA

The Montreal Holocaust Museum would be delighted to lead a session at the conference, and share our extensive free bilingual resources with Alberta Social Studies teachers. I’d be available to lead sessions in both English and French, if that is of interest. I know my predecessor, Cornelia Strickler, was in contact with your organization at some point pre-pandemic regarding the Museum providing teacher training in Alberta, and I’m very happy to be picking up the relationship again as things move forward!

Aaron Stout


In the present citizenship education cannot merely teach students how decisions are made in society (i.e. the structure of government), rather students need to value complexity and diversity in society. This presentation will explore how conceptualizations of citizenship education can be modified to welcome multiple histories, perspectives, and ideologies. Though the use of biographical, non-fiction, and fictional accounts participants will apply an approach to the humanities that prioritizes critical thinking, open mindedness, and imaginative understanding. Through this approach, teachers can use literature to explore issues through the lens of lived experiences.

Aaron Stout was a high school social studies teacher in Lethbridge before assuming his current position as an instructor at the University of Lethbridge in the Faculty of Education. His academic work is in history education and promoting a humanist approach to citizenship education.

SSENC: Jen Tweedie & Rachel Collishaw

Inquiring into “The Forgotten War”: The Korean War Legacy Project

Learn about our shared histories and help your students build bridges across Canada and the world through these innovative Korean War inquiries developed by teachers for Canadian classrooms.The inquiries include all of the primary and secondary sources that students need to engage in the compelling questions through a series of formative tasks and include extension ideas to help students take informed action in their own school or community. For Social 20, students can examine French Canadian identity through the inquiry question: Was the Was the Korean War significant for French Canadians? Or examine the pursuit of internationalism through the inquiry that asks: Is peace possible in Korea? For Social 30 teachers can use the inquiry: Was Canada’s participation in the Korean War successful? to engage your students in the larger themes of the cold war. And students in 20-2 can really dig into photograph analysis and the hockey game on the Imjin River in the winter of 1952 in the accessible and engaging inquiry: What do different stories tell us about the Korean War?


All lessons are available in both French and English for teachers across Canada. This project is generously supported by the Korean War Veterans of Canada Association, Senator Yonah Martin, our American partners at the Korean War Legacy Foundation, C3 Teachers (College, Career, Civic Life) and the National Council for the Social Studies. Funding for the authors to travel to this event was provided by the Academy of Korean Studies.


Rachel Collishaw is the president of the Social Studies Education Network of Canada (SSENC) and the president of the Ontario History and Social Science Teachers’ Association (OHASSTA). She is the project manager for the development of the Korean War lessons developed by SSENC and is really excited to share them with teachers across Canada.


Jennifer Tweedie is the Territorial representative for the Social Studies Educators Network of Canada. Jennifer has had the unique experience of teaching in Canada’s North for 23 years. She is currently teaching grade 5/6 students at Princess Alexandra School in Hay River, NT and teaches all subject areas including her passion, Social Studies.

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