Author(s): Mark Woloshen, Ruth Sandwell
ISBN: 978-0-86491-236-7
Use several critical thinking challenges to help your students examine the social, political and economical conditions throughout the 19th century from four groups' perspectives - English Canadian, French Canadians, recent immigrants and Aboriginal peoples. Available as a PDF only.
The lessons in Snapshots move students back and forth between their own experience and youth culture in the 21st century, and the “lost” world of the 19th whose racial, national, class and gender legacies we continue to work out. Of course, there is simplification in the history presented here: there must be. There were more than four groups. Their boundaries were not fixed, but shifting and overlapping. Region and religion (barely noted here) played important roles. But one unit cannot do everything. The contribution of this resource is to provide students with the tools to build more complex and meaningful understandings of the past, without alienating them with its foreignness and difficulty at the outset. It teaches them how to approach the perspectives of the 19th century while vividly demonstrating the dangers of anachronism. It shows them that there is no single meaning to a particular event, by making them consider four different perspectives on each episode. And it engages them in the first steps of constructing a multi-layered narrative of 19th Canadian development, by having them link their judgments to demonstrate patterns of change over time. With these as building blocks, they should be able to move on to ask more critical questions, tackle new evidence on new themes and make increasingly well-founded judgments of the meanings of the past.
Peter Seixas Director, Centre for the Study of Historical Consciousness Professor, University of British Columbia
Introduction Foreword Acknowledgments Guide to Lesson Format Overviews of Critical Challenges Supplementary Resources British Columbia Curriculum Connections Introduction to the Unit Critical Challenges 1 Taking the pulse in 1815 2 Selecting key facts 3 Forging a diary/journal 4 “Reporting” the event 5 Visualizing a metaphor 6 Prepping for the test 7 Taking the pulse in 1911 8 Wrapping up the century
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