Do you have a creative approach to teaching history? We want to hear from you!
Applications are being accepted for the 2014 award. Six recipients will receive $2500 and a trip for two to attend the award events in Ottawa, where they will receive their medal from His Excellency, The Right Honourable David Johnston at a special ceremony at Rideau Hall. $1000 will also be awarded to each recipient's school.
Start your application today. Deadline for completed submissions is May 20, 2014.
If you would like to nominate a teacher for the award, simply complete the online nomination form.
"History in their Hands: Creating Young Historians Through Archaeology" developed out of a grade twelve native studies and archaeology credit which Cathy has taught since 1996.
The students’ assignment was to design a mock interview based on real events faced by an immigrant arriving in Canada at the turn of the twentieth century. The goal of the work was to better understand the experiences, challenges, and hopes of new arrivals to the country.
Matt Henderson's students began their early investigation into the Idle No More movement by looking at some of the contemporary pieces of legislation, like the Indian Act, in order to come to grips with what Indigenous people were up against. They began building a knowledge base of the Idle No More movement. Matt's blog was used as a forum to post videos, news articles, and interviews performed with First Nations leaders. From there, teachers and students from all over Canada began to add to the resources and comment on what they learned or thought of the movement itself.
The CDDHS/DCMA Battlefields Project may be one of the only formal partnerships between a school and municipal Museum & Archives in Canada. The students selected for this project work cooperatively with the Archivists at the DCMA and the teaching staff at Centre Dufferin DHS in Shelburne, Ontario, conducting research which is both digital/on-line, as well as primary and oral history.
Rachel's project is a complete integration of historical thinking into the Grade 10 Canadian History course, grounded by three anchor projects/units: the course overview unit, the Glebe World War II soldier memorial and the final summative interview in lieu of a written exam.
Romy and Graeme have revitalized the Heritage Fair at their school by designing it with a critical thinking question as the focus and teaching it as a history study rather than a social studies project, embedding historical thinking concepts into each step.