What happens when we support and empower students to bring history and identity into our school community? Meet Nyjah, a Toronto-area student who wanted to see more black history and contributions reflected in her high school, and decided to do something about it. The following interview was contributed by Nyjah about her experiences.
On January 27 - the anniversary of the liberation of Auschwitz-Birkenau - the United Nations General Assembly and its member states commemorate International Holocaust Remembrance Day. On this day, (indeed every day) we remember the victims of the Holocaust and remind ourselves of the importance of teaching and learning about the Holocaust for the prevention of future genocides. Here are few blog posts that highlight a variety of approaches to teaching this important history. We hope these will inspire and assist you as you prepare for this day of remembrance and learning.
When I graduated from teacher’s college, my goal was to teach high school music and history. I wanted to have discussions about the people and choices that shape society, the injustices of the past, and the levers that we have to create change. I spent a year supplying, and then in 2014/2015 I was got a position - much to my surprise - in a grade one classroom, and the following year, in a grade five/six split classroom.
As part of Facing History and Ourselves three day summer seminar "CHC2 Canadian History through a Facing History Lens", Nathan Tidridge came to speak about "Creating a Culture of Caring Through Reconciliation as Non-Indigenous Teacher."
If you were unable to attend and would like to see the talk it was streamed and can be accessed on Periscope.
Following the event I had a chance to catch up with Nathan and talk to him a little bit about his experiences teaching difficult content in the highschool classroom. Whether or not you were able to attend this great talk, take a look at the following interview and consider the following:
1. How could you use the information in this interview to better your own teaching practice?
2. How might this interview help you contextualize the importance of addressing the TRC calls to action for your department and school?
3. How could the interview be used to help inspire and build confidence in educators to incorporate Indigenous Studies into their classrooms?
Each year, like all educators, I think about new culminating activities that are meaningful and engaging. Inspired by Humans of New York on Facebook, I thought this concept would fit well into my Grade 11 Genocide and Crimes against Humanity course. In fact, the more posts I read, the more I realized how closely aligned they are to Facing History’s Scope and Sequence.
The following interview was originally published on Facing Today by Stacey Perlman, a Communications Writer at Facing History and Ourselves
Shireen recently gave advice to students who entered Facing History's 2016 Student Essay Contest, based on themes from To Kill A Mockingbird. This year's contest was open to all U.S. 7th-12th grade students. Finalists will be announced soon.
Valerie Simmons was born in London, England in 1921. She has been writing poetry since she was six years old. At the beginning of WWII she worked in a first aid post dealing with Blitz casualties. When the Battle of Britain ended she joined the Women’s Air Force (WAF) where she was an admin officer throughout England and in Egypt. After the war she earned a BA from London University and went on to get her teaching qualifications. She has taught and worked in libraries.