Note from Andrea: Today’s blog post comes to us from Krista McCracken, and is all about an upcoming Canadian History Wikipedia edit-a-thon! I was so excited when Krista approached me about this guest post, since you all know how about my enthusiasm for sharing knowledge. And I am super excited to say that my third-year students will also be participating in this event!
Krista McCracken is a public history professional currently working as an Archives Supervisor at Algoma University’s Arthur A. Wishart Library and Shingwauk Residential Schools Centre. Krista’s research primarily focuses on community archives, residential schools, access, educational outreach and Northern Ontario. She lives and works on the traditional territory of the Anishinaabe and Métis people.
Jessica Knapp is a public historian working at Canada’s History Society. In her role as the Online Engagement Coordinator, she creates and shares engaging digital content that directly connects Canada’s History Society with a variety of history oriented communities, such as, teachers, museum and history professionals, and academic historians. She is active in the public history community in Canada and internationally through the National Council on Public History.
Check out an interview that I did with Sean Graham for the History Slam Podcast! Find out about all my secrets, including what my voice really sounds like!
History Slam Episode 102: Andrea Eidinger of Unwritten Histories
Summer: time for sunny days, blue skies, lazy days at the beach….
LOL Yeah right….
Let’s face it: no one likes teaching or taking summer courses. Not only does the weather make you want to spend all of your time outside, but the sheer pace of summer courses is just exhausting. With that in mind, and considering that I just finished teaching one, I thought that I would use this blog post as an opportunity to reflect back on my experiences and talk about what worked and what didn’t, in the hopes that we might all learn a thing or two.
Some of you may remember that back in April, SFU published a feature with Mary-Ellen Kelm, interviewing her about her recent experience co-creating her syllabus with her students. My interest was immediately piqued, since you know how much I love learning about new pedagogical techniques and methods for facilitating student engagement with history. While the article provided a little bit of information about how this worked, I was dying to learn more. Thankfully, Mary-Ellen Kelm was extremely gracious, and agreed to be interviewed about her process! So I am super excited to be able to bring you this interview today, especially since we’re in the middle of prime syllabus-writing season (I’m crying with you)! Enjoy!
Mary-Ellen Kelm is a professor of history at Simon Fraser University specializing in settler colonial and medical histories of North America. Her first book, Colonizing Bodies: Aboriginal Health and Healing in British Columbia 1900-1950 (UBC Press, 1998) won the Sir John A. Macdonald Prize and the Clio award for British Columbia both awarded by the Canadian Historical Association. In 2007 she received the second place award in the BC Historical Federation’s annual history writing competition for editing The Letters of Margaret Butcher: Missionary-Imperialism on the North Pacific Coast (University of Calgary Press, 2007), which tell the story of the Elizabeth Long Memorial Home, an Indian Residential School in Kitamaat, BC, from the perspective of an English teacher and nurse at the school. Her history, A Wilder West: Rodeo in Western Canada (UBC Press, 2011) is an illustrated examination of rodeo’s small-town roots, and a look at how the sport brought people together across racial and gender divides. She is currently examining the ideas and methods medical researchers brought to the study of Indigenous health in North America from 1910-1990. She is co-editor of the Canadian Historical Review.
This week’s special guest post comes to us from a familiar face: Stephanie Pettigrew, whom you may remember from this year’s CHA Reads! I’m very excited to share this guest post from her, which is based on her work on the upcoming British North America Legislative Database. This database, which is hosted by the University of New Brunswick under the direction of Elizabeth Mancke, collects together all legislation passed by the Pre-Confederation colonies of eastern British North America, including Nova Scotia, Cape Breton, PEI, New Brunswick, Upper Canada, Lower Canada, the United Canadas, and Newfoundland. The database is still under construction, but once it is complete, it will be an invaluable resource to historians of the eighteenth and nineteenth centuries as well as anyone who teaching Pre-Confederation Canadian history. It seeks to, among other things, remedy some of the searching problems found in other databases, like Early Canadiana Online (ECO). So without any further ado, enjoy!
Stephanie Pettigrew is a PhD candidate at the University of New Brunswick studying the history of witchcraft in New France. She is also the project coordinator for the British North America Legislative Database (bnald.lib.unb.ca), which seeks to digitize all the pre-confederation legislative acts from the provincial legislative assembly.
Several weeks ago, a new blog started showing up in my social media feeds, A History of the Yukon in 100 Objects. Just FYI, titles like that are catnip for me! After some investigating, I discovered that this project was created by Amanda Graham — a faculty member at Yukon College — for the students enrolled in her course entitled “Northern Studies 200: Research in the North.” The project echoes the BBC and the British Museum’s “A History of the World in 100 Objects,” but reconfigured for a classroom setting. Graham was kind enough to agree to talk to me about this project so that I could in turn share it with you! I’ve talked previously about the importance of active learning in Canadian history, as well as the possibilities of digital history. However, such activities can often seem intimidating, so I hope that this blog post, the result of that conversation, will convince you that they are worthwhile additions to any classroom!
But first, allow me to introduce Amanda Graham!
Amanda Graham, BA, Dipl. NOST MA
- Coordinator/Instructor, University of the Arctic
- School of Liberal Arts
Amanda Graham was the first graduate of the college’s Northern Studies program. She joined Yukon College in 1992 as managing editor of The Northern Review, taught northern studies, and served as Chair of Social Sciences and Humanities in the old Arts and Science Division for two terms (1994-1998). In 2004, Graham resigned to coordinate UArctic programs at Yukon College and to teach northern and circumpolar studies and, variously European and Canadian history. She piloted a successful service learning course that linked coursework and reflection to voluteer work with the Arctic Winter Games.
Psst… Check out my latest post over on Active History! Here’s a sneak peak:
Learning and teaching history is hard work. The physical, mental, and emotional toll can be high, for both educators and learners. This is especially the case when it comes to traumatic histories. For educators, it is difficult to balance the desire to make an emotional impact on your students without inflicting (further) trauma. For learners, it is difficult to balance curiosity with respect. We are often implored to “never forget,” but we seldom take a moment to talk about what and how we are supposed to remember.
All of us come to the field of history from different backgrounds, and the ways in which we interact with history as educators and learners are shaped by these early experiences. But, with certain exceptions, it remains rare for anyone to talk about this, especially when it comes to teaching. So in this blog post, I wanted to take the opportunity to talk about my personal experiences learning and teaching about traumatic histories and specifically how my experiences as a Jewish-Canadian woman who was taught about the Holocaust as a child shaped my approach to teaching first-year university students about residential schools.
To read the rest of this post, go here.
A war effort poster: “Salvage! Every Little Helps” / Sia R. Chilvers. Library and Archives Canada, e010696424; Acc. No. 1983-28-190 / CC by 2.0
(Newly updated as of February 27, 2017!)
I’m actually rather surprised to find that no one’s really done this before. This collection started out as a Word document that I used for creating classroom activities for my survey classes. The one-page document has now grown to seventeen pages. Before anyone yells at me for leaving things out, I do want to warn you that this is not a comprehensive list. I have tried to limit this list to resources that are available from verified sources, archives, museums, universities, and historical societies. There are a ton of personal websites by genealogists and military history enthusiasts that are great, but because I can’t verify their sources personally and because this list is aimed mostly at educators, I chose to leave them out.
Each link will be listed by title, then institution. I have included a short description of each link, and which sections will be of particular interest or use to educators.