The Cap-Rouge Trestle (Tracel de Cap-Rouge) allowed Wilfrid Laurier to realize his 1896 project of building a second coast-to-coast railroad. The trestle was commemorated in 2013 thanks to the efforts of the Cap-Rouge Historical Society (Société historique du Cap-Rouge), which highlighted the hundredth anniversary of its commissioning.
Local residents, museums, university, and historical societies team up to research and provide the stories needed to develop characters from eastern Alberta’s past.
Histoires de quartiers — circuit St-François is an historical walking tour led by the Corporation Spect Arts Trois-Rivières. The tour tells of the golden age of once-thriving neighbourhoods — districts which in recent decades have faced significant challenges.
"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's blog was used as a forum to post videos, news articles, and interviews performed with First Nations leaders in relation to the Idle No More movement. 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.
As part of the CDDHS/DCMA Battlefields Project, students worked 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.
