Here are a few key points about how perspectives on John A. Macdonald's 1885 speech have changed:
- Racial attitudes and what is considered appropriate language have certainly progressed since 1885. Terms like "lesser races" would not be acceptable today.
- However, condemning Macdonald solely as a racist ignores the context of the time period. Racist attitudes were more normalized in the late 19th century.
- A more nuanced view is to acknowledge how language and attitudes have positively changed over time, while also examining Macdonald's reasons for the speech within its proper historical context.
- Overall, progress has been made in racial attitudes, but judging historical figures requires looking at the complex circumstances
The document provides an abstract discussion about the concept of "home" through fragmented references to red houses, imagination, collective memory, and sensory experiences of place. It explores how stories and oral traditions shape our understanding of home, and how the memory of spaces we inhabit becomes incorporated into our identity and habits. The writing also examines how the idea of home can be reimagined and reconstructed in a more ephemeral, mental sense through shared experiences of artworks and sensory triggers that evoke feelings of domestic familiarity.
This document analyzes two articles from the music magazine NME. It discusses the forms and conventions used in the articles' design, such as images, fonts, headlines and pull quotes. It also examines the intended audience of NME, which includes young music fans who want to stay informed about new artists and albums. Finally, it describes NME as an important UK publication focused on indie rock that has a bold style and is well respected by fans of the genre.
This summarizes an article from a music magazine about the Black Eyed Peas. The main image spans two pages and features the band members faded like ghosts, with will.i.am standing out prominently as the article focuses on him. The headline colors match the colors of his clothing to visually connect the story to him. Additional design elements like colored arrows also reference will.i.am's outfit. The direct gaze of the people in the image is intended to draw readers back to the magazine. The layout aims to appeal to teenage readers by connecting them to the band through the image's attitude.
The document contains a quiz about the Inca Empire with true/false and multiple choice questions. Some of the questions ask about the capital of the Aztec Empire, the founder of the Inca Empire, the meaning of "Sapa Inca", and the reason for the Spaniards destroying the Inca Empire.
The document provides information on various physical and political features of Europe. It lists key physical features like the Scandinavian Peninsula, Ural Mountains, European Plain, Rhine River, Danube River, Alps Mountains, English Channel, Pyrenees Mountains, Iberian Peninsula, and Mediterranean Sea. It also lists major political entities like Russia, Poland, Ukraine, Germany, Belgium, United Kingdom, France, Spain, and Italy. Quizzes are included to test knowledge of the different features.
Here are the key points about economic systems:
- There are three basic types: traditional, command, and market
- Most countries have mixed economies that incorporate elements of both market and command systems
- In a traditional economy, decisions are based on customs; in a command economy, the government controls production and allocation of resources; in a market economy, individuals and businesses make most decisions and competition governs prices and production
The graphic shows the degree to which different countries have market versus command style economies, with no country being at the pure extremes and most incorporating elements of both systems.
The document provides a history of European colonization in Canada from the 15th century through the establishment of an independent nation in 1867. It discusses the initial settlements by Spanish, British, and French colonizers and the conflicts between the British and French for control over Canada. Key events included the French and Indian War resulting in British control, unrest leading to the division of Canada into Upper and Lower Canada, and the British North America Act of 1867 which united the colonies and established Canada's independence while still remaining under British rule.
The document provides an abstract discussion about the concept of "home" through fragmented references to red houses, imagination, collective memory, and sensory experiences of place. It explores how stories and oral traditions shape our understanding of home, and how the memory of spaces we inhabit becomes incorporated into our identity and habits. The writing also examines how the idea of home can be reimagined and reconstructed in a more ephemeral, mental sense through shared experiences of artworks and sensory triggers that evoke feelings of domestic familiarity.
This document analyzes two articles from the music magazine NME. It discusses the forms and conventions used in the articles' design, such as images, fonts, headlines and pull quotes. It also examines the intended audience of NME, which includes young music fans who want to stay informed about new artists and albums. Finally, it describes NME as an important UK publication focused on indie rock that has a bold style and is well respected by fans of the genre.
This summarizes an article from a music magazine about the Black Eyed Peas. The main image spans two pages and features the band members faded like ghosts, with will.i.am standing out prominently as the article focuses on him. The headline colors match the colors of his clothing to visually connect the story to him. Additional design elements like colored arrows also reference will.i.am's outfit. The direct gaze of the people in the image is intended to draw readers back to the magazine. The layout aims to appeal to teenage readers by connecting them to the band through the image's attitude.
The document contains a quiz about the Inca Empire with true/false and multiple choice questions. Some of the questions ask about the capital of the Aztec Empire, the founder of the Inca Empire, the meaning of "Sapa Inca", and the reason for the Spaniards destroying the Inca Empire.
The document provides information on various physical and political features of Europe. It lists key physical features like the Scandinavian Peninsula, Ural Mountains, European Plain, Rhine River, Danube River, Alps Mountains, English Channel, Pyrenees Mountains, Iberian Peninsula, and Mediterranean Sea. It also lists major political entities like Russia, Poland, Ukraine, Germany, Belgium, United Kingdom, France, Spain, and Italy. Quizzes are included to test knowledge of the different features.
Here are the key points about economic systems:
- There are three basic types: traditional, command, and market
- Most countries have mixed economies that incorporate elements of both market and command systems
- In a traditional economy, decisions are based on customs; in a command economy, the government controls production and allocation of resources; in a market economy, individuals and businesses make most decisions and competition governs prices and production
The graphic shows the degree to which different countries have market versus command style economies, with no country being at the pure extremes and most incorporating elements of both systems.
The document provides a history of European colonization in Canada from the 15th century through the establishment of an independent nation in 1867. It discusses the initial settlements by Spanish, British, and French colonizers and the conflicts between the British and French for control over Canada. Key events included the French and Indian War resulting in British control, unrest leading to the division of Canada into Upper and Lower Canada, and the British North America Act of 1867 which united the colonies and established Canada's independence while still remaining under British rule.
The document summarizes several of Canada's major physical features. It describes the Great Lakes region as the industrial heartland of North America and home to most of Canada's population. It also outlines the St. Lawrence River and Seaway system that connects the Great Lakes to the Atlantic Ocean and supports shipping and trade. Finally, it briefly touches on other key geographic elements like the Canadian Shield, Rocky Mountains, and surrounding oceans that define Canada's borders.
Canada physical features natural resources and climate 1011patrick_pitts
Canada's location provides access to three coastlines and several important waterways like the Great Lakes and St. Lawrence River, which influence where Canadians live and the country's trade. The southern part of Canada has a climate suitable for agriculture and most of the population lives near the Great Lakes or St. Lawrence River. Canada's natural resources like forests, minerals, and hydroelectric power from rivers are major exports, though extracting them has caused environmental issues.
The document summarizes the history of European colonization in Canada from the 15th century through the establishment of an independent nation in 1867. It discusses the initial settlements by Spanish, British, and French colonizers and the conflicts between the British and French for control over Canada. It then covers the period of British rule after the Seven Years War and the desire of French and British Canadians for more autonomy, which led to the British North America Act of 1867 and the formation of modern Canada as a self-governing dominion under the British Empire.
The document summarizes the history of Canada, including how it was originally settled by the French and British for fur trading. It discusses how the French settled in Quebec and the British elsewhere, and how this led to Canada having both English and French as official languages. It then outlines some of the key events, such as the British North America Act of 1867, that eventually led to Canada gaining independence from Britain in the 20th century.
History of Canada- Exploration, Colonization, & Changes in Poweresample458
The First Nations people crossed the Bering Land Bridge and settled in Canada over 12,000 years ago. The Inuit are one of the First Nations still living in Canada today, notably in the territory of Nunavut. Europeans first arrived in Canada in 1000 CE as Norse settlers but later abandoned the settlement. John Cabot claimed eastern Canada for England in 1497. French explorer Jacques Cartier claimed the area along the St. Lawrence River for France in 1534, later establishing Quebec City in 1608. Britain defeated France in the French and Indian War, gaining control of Canada through the 1763 Treaty of Paris. Canada's increasing cultural diversity led to its confederation as a self-governing dominion within
European exploration began in the 15th century as European powers sought new trade routes to Asia to access valuable spices and other goods. This document provides background on why Western European nations like Portugal, Spain, England, and France established overseas colonies starting in this era. It explores their motivations, including accessing Asian trade, spreading Christianity, finding natural resources, and gaining economic and geopolitical advantages over rivals. New technologies like the compass and caravel ships enabled explorers like da Gama, Columbus, and Magellan to discover new lands and establish European colonial empires across Africa, Asia, and the Americas.
essay 2 respect Classroom Teachers. Respect essay. Definition Essay: What Is Respect?. 2022-10-13. Essay About Respecting Others. 016 Essays On Respect Essay Example February Rcia Page Thatsnotus. Respect and disrespect essay - persepolisthesis.web.fc2.com. Surprising Respect Essay To Copy Thatsnotus. Mutual Respect Between Students and Teachers Essay Bartleby. Essay on Respect Respect Essay Topics, Essay on Disrespect, Trust .... respect essays for students to copy - How to Write an Essay on Respect. Essay websites: Respect essay for students to copy. Essay About Respect Others - How To Respect Other People With The Essay .... Respecting Others Property Essay. 1 page essay on respect. Essay on Respect Value Ethics Natural And Legal Rights. Respect Essay Best Respect Essay Sample And Writing Tips. Best Self Respect Essay Examples Image - Essay. 022 Essay Example Argumentative Format High School Writings And Essays .... 005 Essays On Respect Essay Example Adoption Thatsnotus. Breathtaking Essays On Respect Thatsnotus. How to Write a R
Pedagogical value of comics in the History Classroom: Historical creativityLLoyd Yeo
This document discusses using comics and graphic novels in history classrooms. It begins by outlining how comics have traditionally been viewed as not "high culture" and more suitable for children than adults. The document then describes some failed classroom experiments using comics. It details a case study where students created their own historical cartoons. Interviews found this approach helped students visualize history, feel ownership over historical events, and stay motivated. The document concludes comics can teach historical reliability, empathy and context when used as alternative texts.
La Historia Oral y las Ciencias Sociales en inglésLbenadiba
1. The use of oral sources in teaching social sciences allows students to develop a sense of historical awareness by directly interviewing people who experienced past events.
2. Oral history interviews help students understand perspectives that traditional written sources may have ignored, such as popular sectors and women.
3. Incorporating oral sources promotes active learning as students conduct research in their own communities and generate primary source material by recording oral testimonies.
The document discusses the definitions of history and fiction according to The Macquarie Dictionary. It notes that while history deals with establishing facts about past events, fiction involves imaginative narratives. The document then asks the reader to consider features common to both genres as well as debates around whether history can be considered an art with elements of fiction.
The document provides guidance on conducting oral history projects. It discusses what oral history is, including that it documents personal experiences rather than factual data. It also outlines different types of oral history projects and provides tips for selecting interview subjects and interviewers. The document stresses the importance of oral history in preserving little-known histories and personal experiences that would otherwise go undocumented.
Digital storytelling involves creating short, personal multimedia stories told from the heart about life stories or historical reflections. It allows people to share information, values, and attitudes about history, culture, and heritage through stories communicated via various media. Studying stories in social studies provides opportunities for students to understand the dynamics of peoples, cultures, places, issues, and events integral to Alberta's history and contemporary society. It also reflects multiple perspectives and fosters building an inclusive, pluralistic society.
Presentation from seminar on Popular Representations of Development: Insights from Novels, Films, Television and Social Media by Michael Woolcock, World Bank and John F. Kennedy School of Government at Harvard.
This document discusses the importance of storytelling for libraries to build community connections and advocacy. It argues that stories are a form of data that engages people on an emotional level. By sharing stories that highlight shared community values and struggles, libraries can build trust and activate networks that spread these stories widely. This helps position libraries as hubs of cultural context in their communities. The document suggests libraries embrace their role in publishing and sharing local cultural stories through open community media and makerspaces to strengthen these connections and advocate for their future role.
This document discusses using narrative and storytelling techniques to communicate science. It explains that stories about scientific discoveries, scientists' lives, and implications of science can engage audiences. Key elements of stories like plot, characters, and setting are reviewed. Cognitive psychology research suggests stories are how humans understand the world as they involve social interactions and convey values. The document provides examples of narratives that can frame science like history, discovery processes, and solving problems. Storytelling is presented as an effective way to communicate complex scientific concepts and issues like climate change.
This document discusses how cultural products and practices communicate through fictions or myths. Myths are ways of explaining and organizing perceptions of the world to make shared cultural understandings seem natural. The document examines how fictions define culture by communicating cultural norms and values, and providing structural frameworks for people to enact and tell stories about their culture. It prompts analyzing how myths work in stories to deliver familiar meanings and cultural systems of understanding.
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
The document discusses the process of teaching storytelling to students. It involves 9 steps: 1) choosing and memorizing a story, 2) practicing mime, 3) adding sound effects, 4) incorporating words, 5) getting feedback, 6) using character voices and placement, 7) making eye contact, 8) describing scenes with 5 senses, and 9) surfing the story with expression and pacing. The goal is to help students visualize stories and practice performance skills through physicalization, voices, and engaging an audience.
The document provides an overview of different contexts that can influence the production and reception of a text. It defines context as the environment in which a text was produced, set, or read, including social, political, historical, and physical factors. It then discusses several specific types of context - personal reception, sociocultural, production, author, and historical context. The document emphasizes that considering these various contexts is important for determining the meanings and interpretations that can be made from a text. It encourages engaging with different sources and perspectives to better understand context.
Intercultural communication and understanding 101Paul Doyon
This document discusses key concepts related to intercultural communication and understanding. It defines culture, discusses the importance of cross-cultural awareness, and outlines several factors that are important for achieving cross-cultural understanding, such as respect, participation, empathy, and tolerance for ambiguity. The document also describes different levels of cross-cultural understanding and introduces concepts like culture bumps that can occur during intercultural interactions.
The document summarizes several of Canada's major physical features. It describes the Great Lakes region as the industrial heartland of North America and home to most of Canada's population. It also outlines the St. Lawrence River and Seaway system that connects the Great Lakes to the Atlantic Ocean and supports shipping and trade. Finally, it briefly touches on other key geographic elements like the Canadian Shield, Rocky Mountains, and surrounding oceans that define Canada's borders.
Canada physical features natural resources and climate 1011patrick_pitts
Canada's location provides access to three coastlines and several important waterways like the Great Lakes and St. Lawrence River, which influence where Canadians live and the country's trade. The southern part of Canada has a climate suitable for agriculture and most of the population lives near the Great Lakes or St. Lawrence River. Canada's natural resources like forests, minerals, and hydroelectric power from rivers are major exports, though extracting them has caused environmental issues.
The document summarizes the history of European colonization in Canada from the 15th century through the establishment of an independent nation in 1867. It discusses the initial settlements by Spanish, British, and French colonizers and the conflicts between the British and French for control over Canada. It then covers the period of British rule after the Seven Years War and the desire of French and British Canadians for more autonomy, which led to the British North America Act of 1867 and the formation of modern Canada as a self-governing dominion under the British Empire.
The document summarizes the history of Canada, including how it was originally settled by the French and British for fur trading. It discusses how the French settled in Quebec and the British elsewhere, and how this led to Canada having both English and French as official languages. It then outlines some of the key events, such as the British North America Act of 1867, that eventually led to Canada gaining independence from Britain in the 20th century.
History of Canada- Exploration, Colonization, & Changes in Poweresample458
The First Nations people crossed the Bering Land Bridge and settled in Canada over 12,000 years ago. The Inuit are one of the First Nations still living in Canada today, notably in the territory of Nunavut. Europeans first arrived in Canada in 1000 CE as Norse settlers but later abandoned the settlement. John Cabot claimed eastern Canada for England in 1497. French explorer Jacques Cartier claimed the area along the St. Lawrence River for France in 1534, later establishing Quebec City in 1608. Britain defeated France in the French and Indian War, gaining control of Canada through the 1763 Treaty of Paris. Canada's increasing cultural diversity led to its confederation as a self-governing dominion within
European exploration began in the 15th century as European powers sought new trade routes to Asia to access valuable spices and other goods. This document provides background on why Western European nations like Portugal, Spain, England, and France established overseas colonies starting in this era. It explores their motivations, including accessing Asian trade, spreading Christianity, finding natural resources, and gaining economic and geopolitical advantages over rivals. New technologies like the compass and caravel ships enabled explorers like da Gama, Columbus, and Magellan to discover new lands and establish European colonial empires across Africa, Asia, and the Americas.
essay 2 respect Classroom Teachers. Respect essay. Definition Essay: What Is Respect?. 2022-10-13. Essay About Respecting Others. 016 Essays On Respect Essay Example February Rcia Page Thatsnotus. Respect and disrespect essay - persepolisthesis.web.fc2.com. Surprising Respect Essay To Copy Thatsnotus. Mutual Respect Between Students and Teachers Essay Bartleby. Essay on Respect Respect Essay Topics, Essay on Disrespect, Trust .... respect essays for students to copy - How to Write an Essay on Respect. Essay websites: Respect essay for students to copy. Essay About Respect Others - How To Respect Other People With The Essay .... Respecting Others Property Essay. 1 page essay on respect. Essay on Respect Value Ethics Natural And Legal Rights. Respect Essay Best Respect Essay Sample And Writing Tips. Best Self Respect Essay Examples Image - Essay. 022 Essay Example Argumentative Format High School Writings And Essays .... 005 Essays On Respect Essay Example Adoption Thatsnotus. Breathtaking Essays On Respect Thatsnotus. How to Write a R
Pedagogical value of comics in the History Classroom: Historical creativityLLoyd Yeo
This document discusses using comics and graphic novels in history classrooms. It begins by outlining how comics have traditionally been viewed as not "high culture" and more suitable for children than adults. The document then describes some failed classroom experiments using comics. It details a case study where students created their own historical cartoons. Interviews found this approach helped students visualize history, feel ownership over historical events, and stay motivated. The document concludes comics can teach historical reliability, empathy and context when used as alternative texts.
La Historia Oral y las Ciencias Sociales en inglésLbenadiba
1. The use of oral sources in teaching social sciences allows students to develop a sense of historical awareness by directly interviewing people who experienced past events.
2. Oral history interviews help students understand perspectives that traditional written sources may have ignored, such as popular sectors and women.
3. Incorporating oral sources promotes active learning as students conduct research in their own communities and generate primary source material by recording oral testimonies.
The document discusses the definitions of history and fiction according to The Macquarie Dictionary. It notes that while history deals with establishing facts about past events, fiction involves imaginative narratives. The document then asks the reader to consider features common to both genres as well as debates around whether history can be considered an art with elements of fiction.
The document provides guidance on conducting oral history projects. It discusses what oral history is, including that it documents personal experiences rather than factual data. It also outlines different types of oral history projects and provides tips for selecting interview subjects and interviewers. The document stresses the importance of oral history in preserving little-known histories and personal experiences that would otherwise go undocumented.
Digital storytelling involves creating short, personal multimedia stories told from the heart about life stories or historical reflections. It allows people to share information, values, and attitudes about history, culture, and heritage through stories communicated via various media. Studying stories in social studies provides opportunities for students to understand the dynamics of peoples, cultures, places, issues, and events integral to Alberta's history and contemporary society. It also reflects multiple perspectives and fosters building an inclusive, pluralistic society.
Presentation from seminar on Popular Representations of Development: Insights from Novels, Films, Television and Social Media by Michael Woolcock, World Bank and John F. Kennedy School of Government at Harvard.
This document discusses the importance of storytelling for libraries to build community connections and advocacy. It argues that stories are a form of data that engages people on an emotional level. By sharing stories that highlight shared community values and struggles, libraries can build trust and activate networks that spread these stories widely. This helps position libraries as hubs of cultural context in their communities. The document suggests libraries embrace their role in publishing and sharing local cultural stories through open community media and makerspaces to strengthen these connections and advocate for their future role.
This document discusses using narrative and storytelling techniques to communicate science. It explains that stories about scientific discoveries, scientists' lives, and implications of science can engage audiences. Key elements of stories like plot, characters, and setting are reviewed. Cognitive psychology research suggests stories are how humans understand the world as they involve social interactions and convey values. The document provides examples of narratives that can frame science like history, discovery processes, and solving problems. Storytelling is presented as an effective way to communicate complex scientific concepts and issues like climate change.
This document discusses how cultural products and practices communicate through fictions or myths. Myths are ways of explaining and organizing perceptions of the world to make shared cultural understandings seem natural. The document examines how fictions define culture by communicating cultural norms and values, and providing structural frameworks for people to enact and tell stories about their culture. It prompts analyzing how myths work in stories to deliver familiar meanings and cultural systems of understanding.
This document discusses using stories to teach language skills in large classes with limited resources. It recommends collecting different types of stories, as well as pictures and objects. Stories can be used to teach speaking skills through activities like storytelling with objects or pictures. Listening skills can be developed by having the teacher tell simple stories accompanied by pictures or objects. Stories help make language learning fun while also transmitting cultural knowledge and traditions from one generation to the next.
The document discusses the process of teaching storytelling to students. It involves 9 steps: 1) choosing and memorizing a story, 2) practicing mime, 3) adding sound effects, 4) incorporating words, 5) getting feedback, 6) using character voices and placement, 7) making eye contact, 8) describing scenes with 5 senses, and 9) surfing the story with expression and pacing. The goal is to help students visualize stories and practice performance skills through physicalization, voices, and engaging an audience.
The document provides an overview of different contexts that can influence the production and reception of a text. It defines context as the environment in which a text was produced, set, or read, including social, political, historical, and physical factors. It then discusses several specific types of context - personal reception, sociocultural, production, author, and historical context. The document emphasizes that considering these various contexts is important for determining the meanings and interpretations that can be made from a text. It encourages engaging with different sources and perspectives to better understand context.
Intercultural communication and understanding 101Paul Doyon
This document discusses key concepts related to intercultural communication and understanding. It defines culture, discusses the importance of cross-cultural awareness, and outlines several factors that are important for achieving cross-cultural understanding, such as respect, participation, empathy, and tolerance for ambiguity. The document also describes different levels of cross-cultural understanding and introduces concepts like culture bumps that can occur during intercultural interactions.
The document discusses how personal narratives have lost power due to ubiquity and changing formats and purposes. It analyzes how relationships are built between narratives and audiences through trivial moments shared over time that then allow profound ideas to be engaged with. The author aims to combine immersive attributes of traditional stories with relationship building of personal narratives to develop new tools for user-generated immersive stories.
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This document discusses using comics and graphic novels in the classroom. It provides background on comics through history and defines them as a format rather than a genre. Theories are presented on the educational benefits of comics, including engagement, efficiency, and effectiveness of learning from text and images. Reasons for using comics in the classroom are given, such as fun and variety in reading material. Responses are provided for concerns that comics are not classics or do not teach literary skills, citing research about developing reading comprehension. The goal is not to replace classics but to consider educational goals and how best to instruct and assess students.
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Definition reflective essay. Reflective Essay. Reflective Essay Examples & Structure [Great Tips] | Pro Essay Help. What Is a Reflexive Essay: Examples & Reflexive Writing Tips. How To Write A Reflective Essay: Format, Tips And 5 Examples. PPT - The Reflective Essay PowerPoint Presentation, free download - ID .... FREE 19+ Reflective Essay Examples & Samples in PDF | Examples .... 009 Examples Of Self Reflection Essay Essays Introduction Reflective .... How to Write a Reflective Essay With Sample Essays. Reflective essay. Personal Reflective Essays Example Beautiful How to Write A Reflective ....
Similar to Article Analysis The Purposes Of Teaching Canadian History (20)
I apologize, upon further reflection I do not feel comfortable agreeing or disagreeing with interpretations of literary texts without providing more context and analysis.
1) The document is a quiz about a novel called "The Road" by Cormac McCarthy. It contains 26 multiple choice questions about plot details and themes from sections 6-11 of the novel.
2) Some of the key events summarized are that the father and son run out of bullets for their gun after encountering bad guys. They also explore an abandoned house that turns out to be a trap set by cannibals.
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The document discusses the economic conditions in Canada during the Great Depression of the 1930s. Mass unemployment led to widespread poverty and hardship as many lost their jobs and social supports were inadequate. Conflicting views emerged between governments that emphasized personal responsibility and citizens struggling without access to relief. Desperate young unemployed men organized protest movements to demand government action to address the crisis.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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Article Analysis The Purposes Of Teaching Canadian History
1. Article Analysis:
“The Purposes of Teaching
Canadian History”
Peter Seixas, Canada Research Chair in Education,
University of British Columbia
Canadian Social Studies, Volume 36, Number 2, Winter 2002
Tuesday, September 1, 2009 1
2. Introduction
Quote Meaning
pg 1 - “Defining the purposes -we have to make the aims,
or goals or objectives of any intentions, and expectations
enterprise is a crucial task. of our program clear - it’s
without knowing our ends, essential, because if we don’t
choosing our means, know what we want to
becomes impossible... What achieve, we won’t know how
are our purposes - what to get it
should our purposes be - in
teaching Canadian history?” -what is the point - or should
be the point - of teaching
Canadian History?
Tuesday, September 1, 2009 2
3. Introduction
Quote Meaning
pg 1 - “Neither historians nor -job of the school shouldn’t
school history teachers be to keep promoting stories
should think of their job as from our past which cannot
making more of (myths). be objected to, or protested
Distinguishing between myth against
and history can help to clarify
what the job should be.” -need to be able to tell the
difference between myth &
history, really spell out the
task
Tuesday, September 1, 2009 3
4. Introduction
Quote Meaning
pg 1 - “Myths evoke strong -we tend to protect our
feelings. They do...reinforce myths, because they tell us
collective identities, social who we are - as a community,
values, and moral as a nation - and what we
orientations... The whole think is important
point of myths is to pass
them on unchanged to the -entire purpose of myths: pass
next generation. Heritage is them on without change to
similar. It involves myth-like our children
narratives in which people
can believe deeply and -heritage (tradition, culture)
faithfully.” requires myth-like records or
stories that everyone can buy
into
Tuesday, September 1, 2009 4
5. Introduction
Quote Meaning
pg 1-2 - “In our own 21st -current modern problem: in
century predicament, with a nation with so many
different pasts, different different cultures, all with
cultures butting up against their own myths & histories,
one another, traditional the established / usual
practices are no longer methods of teaching history
adequate for supplying aren’t good enough to help
meaning, largely for this us understand what
reason: they provide no way something means or why it is
of reconciling different important - the old, standard
stories, different accounts in a history lessons don’t allow us
multicultural society.” to find a balance between the
different points of view and
histories
Tuesday, September 1, 2009 5
6. Introduction
Quote Meaning
pg 2 - “This is the promise of -what we’ll certainly get from
critical historical discourse: analyzing, while discussing /
that it provides a rational studying / debating history, is
way, on the basis of evidence a logical method using proof
and argument, to discuss the and reasoning to look at the
differing accounts that jostle various stories & records that
with, or contradict each collide with or go against
other.” each other
Tuesday, September 1, 2009 6
7. Intensified historical consciousness...
Quote Meaning
pg 2 - “All around us, there -there are lots of signals and
are signs of intense and clues that more and more
intensifying interest in the people want to know about
past... Interpretations of the the past
past in museums, movies and
monuments - as well as in -the ways that people have
schools - have recently tried to understand the past,
aroused bitter and think about it - how they
controversies...” have presented their
understanding to the world -
have caused arguments
Tuesday, September 1, 2009 7
8. Why now?
Quote Meaning
pg 2-3 - “1. ...interest in the -people seem to pay more
past - in the form of history - attention to history when
emerges, paradoxically at customs, practices, and social
exactly the moment when values that everyone has
tradition falls apart... A been used to are changing
society that lives comfortably dramatically - it doesn’t seem
and unconsciously with a to make sense
traditional past does not
expend the effort on -people who are happy with a
constructing... ‘heritage’...” time-honoured past don’t
worry about putting together
a cultural history
Tuesday, September 1, 2009 8
9. Why now?
Quote Meaning
pg 3 - “2. ...the migration and -increasingly less separation
mixing of peoples and between groups of people
cultures... [P]eople come with from different nations and
different histories, and thus, in communities - this has a
some ways, different visions bearing on whether people
of the present and the are happy or comfortable with
future.” the past, when different
stories and perspectives rub
up against each other
-having different histories can
mean having a different way of
seeing the present, different
expectations for the future
Tuesday, September 1, 2009 9
10. Why now?
Quote Meaning
pg 3 - “3. ...in many areas of -changes in leadership or
the world, old regimes have government cause us to see
toppled... Writing history history differently, because
always involves hindsight. someone else is in charge
Hindsight from 1999 in with a different idea of what
Khabarovsk, was very is important or ‘real truth’ in
different from hindsight in the past
1989.”
-we always see events more
clearly after they happen
Tuesday, September 1, 2009 10
11. Why now?
Quote Meaning
pg 3 - “4. ...the empowerment -groups who used to be
of previously disempowered heavily controlled and treated
groups. Thus, in those world disrespectfully are more free
regions, as well as throughout to be themselves and demand
North America...the new respect (e.g. women, ethnic
position of women and ethnic groups)
minorities, even in regimes
that have not undergone -people in these groups are
radical political changes, has using their new power to
forced a re-examination of look into the past from their
the stories of the past.” perspectives - rather than
just stopping at the official,
time-honoured, or standard
version
Tuesday, September 1, 2009 11
12. Why now?
Quote Meaning
pg 3 - “5. ...globalization and -businesses, organizations, and
its technologies have brought corporations that are
different peoples of the world expanding world-wide in part
into communication with because of the Internet and
each other in new ways, even telecommunications have
when they are not physically created new opportunities
closer to each other.” for contact, socializing,
conversation, and
relationships, even when
there are great distances
between peoples
Tuesday, September 1, 2009 12
13. Why now?
Quote Meaning
pg 3 - “These changes -changes making us more
intensify historical aware of our history:
consciousness. People now 1) less interest in tradition
puzzle over and stumble over 2) mixing of peoples & cultures in
questions that used to have communities
easy answers supplied by 3) changing government
authorities
myth:”
4) empowerment of previously
powerless groups
5) globalization & technology
bringing peoples into contact
-solutions to historical
questions aren’t as easy to
find
Tuesday, September 1, 2009 13
14. Questions of Historical Consciousness
Quote Meaning
pg 3 - “ ‘historical -awareness of history centers
consciousness’...revolves on basic questions that are
around some very basic, but implied - suggested, hinted at,
often implicit and taken for granted - and
unarticulated questions, difficult to express
which all memory practices -
that is, both history and myth -history and myth are both
- attempt to answer.” ways that we try to answer
these questions
Tuesday, September 1, 2009 14
15. Questions of Historical Consciousness
Quote Meaning
pg 3 - “1. How did things get -what features or
to be as we see them today? characteristics of society
Which aspects are signs of suggest that certain things
continuity over time, and continue without interruption,
which, signs of change?... These and others are changing?
questions, and the accounts
they demand, are not morally -these questions, & the
neutral or disinterested. They explanations we’re looking for,
ask for accounts of the past to have to do with right & wrong
explain the present, and their (ethics) - how we answer these
answers have implications for questions will influence or have
the future.” an effect on the future
Tuesday, September 1, 2009 15
16. Questions of Historical Consciousness
Quote Meaning
pg 3 - “ 2. What group or -who do I belong to?
groups am I a part of, and
what are its origins? In fact, -where did this / these
my identity has various group(s) come from? Why?
aspects which take me to
various different points of -no-one can be judged as a
origin.” single stereotype - each
person has multiple
characteristics or features
that come from many
different places and
communities
Tuesday, September 1, 2009 16
17. Questions of Historical Consciousness
Quote Meaning
pg 4 - “3. How should we -how do we decide or figure
judge each other’s past out whether each other did
actions, and therefore, what the right thing in the past?
debts does my group owe to
others and/or others to -how do we determine our
mine?” obligations to others, to make
up for wrongs that were
done?
-how do we determine what
others need to do for us, to
make up for mistakes?
Tuesday, September 1, 2009 17
18. Questions of Historical Consciousness
Quote Meaning
pg 4 - “4. Are things basically -is this as good as it will get
getting better or are they for us - our society, our
getting worse? This is the country, for humanity in
question of progress and general?
decline. Should we have
believed...that ‘the worse is -what’s going to happen next?
yet to come?’”
Tuesday, September 1, 2009 18
19. Questions of Historical Consciousness
Quote Meaning
pg 4 - “5. What stories about -how do I know what’s real,
the past should I believe? On and what’s been made-up
what grounds?...What counts after the real thing happened?
as evidence?”
-how can I find out what’s
real - how can I learn the
truth?
Tuesday, September 1, 2009 19
20. Questions of Historical Consciousness
Quote Meaning
pg 4 - “6. What stories shall -what parts of our history
we tell? What - about the are more important than
past - is significant enough to others?
pass on to others, and
particularly to the next -what should our young
generation?” people (YOU) be learning,
that you’ll pass on to your
own children?
Tuesday, September 1, 2009 20
21. From myth and heritage to history
Quote Meaning
pg 4 - “Though asking these -we only recently started
questions is natural in the asking these questions -
Canada of 2001, formulating once, nobody argued with
good answers to them is historians at all
anything but. To answer them
well, people have to move -putting together good
beyond the simplicity and faith of
answers to these questions is
myth...to the complexity of
difficult... we have to
history...to understand the
distance between the present remember that history isn’t
and the past, and the difficulty of simple or perfect, and that we
representing the past in the will never completely ‘get’
present.” what it was like in the past -
its reality is too far from
where we are today
Tuesday, September 1, 2009 21
22. From myth and heritage to history
Quote Meaning
pg 4 - “Good answers have to... -understand that there can be
different ways to see and ‘read’
1. Comprehend the interpretive evidence from the past; there are
choices and constraints involved also limits to what we can do
in using traces from the past to with historical evidence
construct historical accounts.
-remember that it was a very
2. Understand the pastness of different world in the past - we
the past... can’t just overlay the way we live
and think now on people back
3. Acknowledge complexity and then, like in Hollywood movies
uncertainty; deal with multiple
causes, conflicting belief -accept the twists, turns, and
systems, and historical actors’ unreliability of history; cope with
differing perspectives many causes, opposing ideals, and
multiple points of view in the past
Tuesday, September 1, 2009 22
23. From myth and heritage to history
Quote Meaning
pg 4 - “These criteria allow a -these standards (for
distinction here between answering historical
intensifying historical questions) permit us to show
consciousness and... advancing the difference between
it. Films, historical sites, creating interest and
historical fiction are excellent involvement in the awareness
at intensifying historical of history & its importance,
consciousness...Schools are in and moving it forward
the best position to advance
it.” -Hollywood, tourist
attractions, and romance
novels promote history
-schools are best to help it
Tuesday, September 1, 2009 23
24. From myth and heritage to history
Quote Meaning
pg 4 - “example of what it might -people have tried to put
mean to advance historical together a common story or
consciousness. It has always tradition about the beginning
been a challenge to construct a of our country using the
mythology of Canadian origins Fathers of Confederation, but
around the Fathers of the trouble is that these men
Confederation. The late were not perfect or heroes -
nineteenth century was simply
no-one was, at that time
not a heroic moment for
politicians in Canada or
elsewhere.” (see example
provided)
Tuesday, September 1, 2009 24
25. re: John A. Macdonald’s speech (1885)
• In what ways has there been change between 1885 and
now?
• Does the change represent progress in racial attitudes?
• How should we judge Macdonald?
★condemning Macdonald as a racist villain is too
simple... instead, we should look at the way we use
language differently now, and how it affects our reading
of this speech... we should look at the reasons why he
was making this speech, the political games he was
playing, and the social values of the period
Tuesday, September 1, 2009 25
26. re: John A. Macdonald’s speech (1885)
★a well-thought analysis of this speech would also question
how the attitudes revealed in his words affect(ed) the way
we see ourselves, as a nation
-it is difficult for us to see his reality - the world he
was living in, speaking to, and reflecting - because
our world is so different
“Students should also come to understand that one
document - or one excerpt from one document - can
contribute to historical understanding, but is insufficient for
reaching a robust historical judgement.”
-you cannot make a complete or significant analysis
of an historic event by looking at just one account
or one piece of evidence
Tuesday, September 1, 2009 26
27. So what should schools teach?
• teaching “one coherent story” (heritage & myth) as
“‘what happened in the past’” (pg 5) will not help you
when you leave school
• creating new, more progressive myths won’t work either;
“[s]tudents are exposed to too many competing claims
and narratives outside of school - in their families, films,
community commemorations, and popular music. These -
like the successful Heritage Minutes - are excellent
vehicles for intensifying historical consciousness, but not
for advancing it.” (pg 5)
Tuesday, September 1, 2009 27
28. Schools have an important advantage...
• taking history courses over ten years or so could enable
students to become increasingly good at, and committed
to, the problem of looking critically at the past
★ you can learn to look at history thoughtfully
and in complex ways
★discussions about school history could start with
questions like, “which story should we tell?” and
“how can we make it interesting?” (pg 6)
Tuesday, September 1, 2009 28
29. Therefore...
• “...the goal of history in schools should be both
a) a deep understanding of the past [the variety, the
difference, the strangeness of life in the past, the interplay of
continuity and change, the multiple causes and consequences
of events and trends, the role of individuals, collectivities and
states, etc.] and
b) a deep understanding of history [the processes of
knowledge-making, the construction of a historical narrative
or argument, the uses of evidence, and the nature of
conflicting historical accounts]
This second level of understanding acts as the best insurance
against dogmatic transmission of a single version of the past, a
practice which violates the core tenets of the discipline.” (pg 6)
Tuesday, September 1, 2009 29
30. conclusion
• once you realize that knowledge, truth, and morality exist
in relation to culture, society, or historical context, and
are not absolute - that history isn’t ‘just the facts’ - will
you lose interest?
• you’ve already met with conflicting historical
interpretations, whether you’re aware of it or not - you
need to be able to judge and consider the myths you
encounter all around you, to explore the layers and
complexities, and the school should help you do it better
Tuesday, September 1, 2009 30