Youth and Teachers Respond Collectively to Art Spiegelman's Maus Through Art and Inquiry: An Interview with Professor Rob Simon and Delta Senior Alternative School Teacher Sarah Evis

Posted by Rob Simon on December 21, 2015

In 2015, Dr. Rob Simon, Associate Professor at the Ontario Institute for Studies in Education of the University of Toronto (OISE), and students from his teacher education course partnered with Sarah Evis, a teacher from Delta Senior Alternative School in the Toronto District School Board (TDSB), and her grade 8 students, to study Art Spiegelman’s popular intergenerational Holocaust survivor memoir and graphic novel, Maus: A Survivor’s Tale.

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Topics: Art, Books, Antisemitism, Choosing to Participate, Holocaust, Facing History and Ourselves, Innovative Classrooms, Holocaust Education, Middle School, Strategies, Culturally Responsive and Relevant Pedagogy, Night, genocide, Lesson Ideas, big paper, Inside a Genocide Classroom, Social Justice, Personal history

The Danger of a Single Story: A Back to School Reflection

Posted by Ariel Vente on September 13, 2015

As the school year gets under way, many of us are thinking about, planning and setting up our classrooms. We are thinking about our new students, and how we are going to plan our school year to meet the needs of all our students.

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Topics: Safe Schools, Urban Education, Strategies, Lesson Ideas

Confronting Bullying, Peer Pressure and Exclusion in a Middle School Classroom: Reflections on my First year Part II

Posted by Jonathan Temporal on July 7, 2015

Bullying. Ostracism. Peer pressure. Exclusion. Most teachers have faced these destructive forces at one point or another and struggled with how to address these issues in the classroom. This is how Facing History and Ourselves helped prepare me for confronting these issues in my classroom.

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Topics: Safe Schools, Bullying, Middle School, Strategies, Lesson Ideas

Reflections on my First Year as a Facing History Teacher Part 1: “Healthy Tensions”

Posted by Jonathan Temporal on June 30, 2015

Early in my teaching career I came across Voltaire's aphorism, which states, “perfect is the enemy of good.”[1] As my fifth year as a middle school teacher, and my first year as a Facing History teacher comes to a close, I developed a new appreciation for this message.

Ten months ago, shortly after participating in the Facing History and Ourselves: Holocaust and Human Behaviour seminar, I wrote a blog post detailing my plans for my first year as a Facing History and Ourselves teacher. I strongly believe in the power that the Facing History and Ourselves curriculum offers students, and I wanted to make sure I lived up to what it meant to be a Facing History teacher. During the year, I found myself chasing the “perfect” lessons, which I hoped would chain together to create the “perfect” unit, and the “perfect” year. Here is what I have learned since then.

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Topics: Identity, Holocaust Education, Middle School, Strategies, Lesson Ideas

From Understanding to Upstander: Inside a Genocide Studies Classroom

Posted by Lanny Cedrone on April 13, 2015

One of the questions that we often struggle with as teachers, and even more so as teachers that cover issues of genocide, is How do we even begin to understand something that is so far removed from most of our personal experiences?

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Topics: Choosing to Participate, Safe Schools, Identity, Strategies, Genocide and Crimes Against Humanities Course, Lesson Ideas, Inside a Genocide Classroom

Teaching “The Book of Negroes” Part III: Addressing Difficult Moments in History

Posted by Jasmine Wong on March 6, 2015

For the past few weeks, I have been thinking and writing about ways to bring The Book of Negroes into the classroom through discussions of identity, and a study of the history of race and slavery in America.

The first post offered ideas for establishing a safe classroom for discussing difficult ideas through contracting. It also offered a strategy for exploring names, identity, and the relationship we each have to the world. The second post built on the theme of identity by examining the beliefs we hold that separate us from others, and how our beliefs can influence the choices we make. This week, I want to address how teachers can bring the book’s difficult moments into the classroom safely.

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Topics: Facing History Resources, Facing History and Ourselves, History, "The Book of Negroes", Strategies, Lesson Ideas, Slavery, Literature

Teaching “The Book of Negroes” Part I: Race, Names, and Identity

Posted by Jasmine Wong on February 11, 2015

It always amazes me how good literature has the capacity to expand our understanding of our world, challenge our memory of history, and grow our thinking about human nature and human experience.

As someone who works with educators, I love to see how bringing great stories grounded in lived experiences into classrooms can begin conversations, spur questions, and help students make connections between themselves, the lives of others in the stories they read, and the world around them.

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Topics: Identity, "The Book of Negroes", Strategies, Lesson Ideas, English Classroom, Literature

Establishing a Safe Classroom in Order to Explore Difficult Topics

Posted by Jason Monteith on January 22, 2015

What does a safe classroom look like to you?

I am sure in thinking about a safe classroom some key terms such as respectful, inclusive, or equitable cross your mind.

What would happen if you asked your class the same question?

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Topics: Back-To-School, Safe Schools, Strategies, Lesson Ideas, Inside a Genocide Classroom

8 Lessons the Museum of Human Rights Taught Me about My Classroom

Posted by Jamie on November 27, 2014

Museums are invaluable to education. The carefully selected exhibits, information, and artifacts provide tangible and visual evidence for exploration, reflection, and dialogue that support lessons in the classroom. Museums allow students to build upon prior knowledge – to see things differently.

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Topics: Art, Choosing to Participate, Facing History Resources, Holocaust, Canada, Innovative Classrooms, Museum Studies, Strategies

Choosing to Participate: The Path Less Travelled No More

Posted by Cheryl Payne-Stevens on October 16, 2014

“Ms. Payne, we are so privileged to witness these survivors’ stories. We must do something with this knowledge.”

Such a mature and poignant statement. This is what we want from all of our students: Not to be passive listeners, but to contemplate and then choose to participate.

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Topics: Choosing to Participate, Strategies, Genocide and Crimes Against Humanities Course, Lesson Ideas, Inside a Genocide Classroom

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This is where Canadian Facing History and Ourselves teachers and community members meet to share reflections, scholarship and teaching practices that will inspire, challenge and improve teaching and student learning. Our stories provide a window into diverse Facing History classrooms in Ontario, and invite you into the discussion.

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