Presenter Information

The Honourable Lois E. Mitchell, CM, AOE, LLD, 18th Lieutenant Governor of Alberta

The Honourable Lois E. Mitchell, CM, AOE, LLD, 18th Lieutenant Governor of Alberta will be introducing Chief Littlechild as well as speaking about The Honourable Lois E. Mitchell Graduating Social Studies Teacher Award.

H&HF Graduating Social Studies Teacher Award Information_2022.pdf

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.

The Critical Thinking Consortium: TC2

Session 1: Using historical thinking to learn about historical injustices

How might we help learners develop deep understanding about historical injustices? Using Canada’s first national internment operations as an example, this session will explore how we can use the six historical thinking concepts and related thinking tools to enhance understanding of historic injustices and other important events. This session feature resources developed by The Critical Thinking Consortium and the Canadian First World War Recognition Fund, and is suitable for learning leaders and teachers of all grades. This session also complements the excursions to the Cave and Basin National Historic Site, as well as the screenings of Ryan Boyko’s documentary film, That Never Happened, offered at the conference.

Session 2: Using documentary film to learn about historical injustices

How might we most effectively use documentary film to help learners develop deep understanding about historical injustices? Featuring Ryan Boyko’s documentary film series The Camps, this session will explore how we can use the documentary film along with the six historical thinking concepts to enhance understanding of historic injustices and other important events. This session feature resources developed by The Critical Thinking Consortium and the Canadian First World War Recognition Fund, and is suitable for learning leaders and teachers of all grades. This session also complements the excursions to the Cave and Basin National Historic Site, as well as the screenings of Ryan Boyko’s documentary film, That Never Happened, offered at the conference.

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 - Elections Canada

Voting Rights through Time: Inquiry and Inclusion

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.

Angela Houle

Decolonizing Classrooms

Educators must be Decolonizers because Indigenization is not enough: Critical Conversations about Creating Space for more than one way of Doing, Being, and Knowing

Learn what decolonization is and why it needs to occur before Indigenization. Western culture is not ‘bad,’ and Indigenous culture ‘good,’ both cultures have merit and each must be treated with equal value and respect. Accessible ways to start the journey toward decolonization in schools and classrooms will be provided so that educators can start this work the next day.

Angela Houle is the Indigenous education consultant for Teaching and Learning for the Calgary Catholic School District. She has lived in Calgary, Alberta, for 19 years and is a wife and a mother of three. She has a BA in English from the University of Saskatchewan, a BEd from the University of Calgary, and she is currently working on an MEd in Educational Administration from the University of Saskatchewan. Her father’s family are from Métis communities in southern Saskatchewan.

Monique McLeod

Teaching About the Holocaust with Primary Sources

This workshop will provide teachers with strategies and tools for using primary sources (objects, documents and testimonies) from the Montreal Holocaust Museum’s unique collections in order to better understand the diversity of Jewish communities’ experiences during the Holocaust, both in Europe and in Canada. Participants will leave with an understanding of current best practices in Holocaust education, as well as analysis sheets, activity outlines and thematic examples of primary sources to use in class.

More information about the museum can be found at MUSEEHOLOCAUSTE.CA

Monique MacLeod is the Montreal Holocaust Museum's Head of Education. In this role, she oversees education partnerships, professional development and resources for educators, as well as Museum-based programming for school and group visitors. She holds a Masters in Education from York University and has worked in museum and community-based education for over 13 years.

Aaron Stout

Narratives are Essential for Citizenship Education

The disciplinary structures in social studies enable students to develop knowledge and skills that help them engage in complex issues. Yet, students need to value complexity, diversity, and connection in society to consider how decisions about society can serve a common good. This presentation will explore how citizenship education can be 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.

Military Museum

Museum Education at The Military Museums: It’s Beyond Battles and Blood

Join us, The Military Museums Foundation (TMMF), as we explore military history beyond the scope of facts and figures. This presentation will introduce teachers and learners to TMMF’s Experiential Learning Model, our wide range of programs, and the practices that guide us. Included in the presentation will be snippets and samples of programs that highlight aspects of responsible citizenship like critical thinking, detecting bias, source analysis, and collective memory. Remembrance is not a day; it's a daily act.

Rebecca Williams is the Senior Education Coordinator for The Military Museums Foundation. In her role as Coordinator it is her job to oversee program creation and development of Education at the Military Museums in Calgary. A born and raised Calgarian, Rebecca has a passion for public history as well as gender history.
Kristy Koehler studied history at the University of Calgary. She devoted significant coursework to Canadian military history, particularly the impact of the World Wars on religion, the economy, and politics in Canada. She believes the old cliché still holds true — that one cannot grasp the geopolitical issues of today without understanding the past.

Julie Csikos

Assessment as Learning: Peer assessment for diploma style writing.

Writing in High School Social Studies often causes students confusion and uncertainty about what is expected of them in relation to the diploma rubric. They can feel like they are throwing proverbial darts at the assessment and hoping for the best. The best way for students to find success in their writing is through detailed and immediate feedback, multiple attempts at the same assignment, exposure to multiple types of responses, and a thorough understanding of the diploma rubric language. All of these elements are difficult to achieve as a single teacher with a full curriculum to get through, but sometimes we forget about the most valuable resource we have – the students. During this session, you will learn how to engage students in structured peer evaluation and diploma style assessment that includes reliability reviews, blind assessment, and fifth reads. This process gives students confidence in their understanding of what is expected of them and what steps they can take to improve on their next writing assignment. Students feel empowered from the process and it ultimately fosters student success.