Who Wants to be a millionaire (CONT789)

Undergrad courses

My undergrad minor was history, so I took various history courses.

Mostly a good learning experience, from which I was able to further develop my historical inquiry skills.

Courses included: Canadian, Modern China, 19th/20th century European, 20th century Russia, and Anglo-Saxon England.

Canadian History

As a Canadian, I feel that it is my responsibility to learn about our history as a nation and also as a collective yet distinct people.

This is an ongoing process and goes to building a bigger picture/context around what we already have accepted. Sometimes this will also challenge and change our preconceived ideas about our history.

I also believe it is our responsibility to contribute to our collective historical identity.

I have also taught some Canadian history in a social studies classroom, studying various ideologies, confederation, migration of Canadians, as well as how these topics have previously and continue to shape Canadian identities today.

Euro-Asian history

This is an area I would like to develop further out of personal interest, and also because it allows us to see the context surrounding global impacts of local decisions, ideologies, policies/legislation and historical events.

Previously taught some aspects various worldviews including: Canadian, European, Asian, Aztec societies

Japanese cultural isolation during the Edo period.

Renaissance European worldview/history and how it may have impacted Canadian worldview.

Spanish and Aztec worldviews in conflict.

Personal history

Interest in learning more about my personal familial history has been an driving factor to learn more about history from a inter-personal and individualistic perspective as well as a collective history.

In school experts

In my experience, there are many experts within schools that may help point me in the right direction when I am looking for more historical information or pedagogic strategies. I am a firm believer in fostering collaborative environments to help elevate each other's teaching practices in order to meet our student's needs.

Department head

Teacher-librarian

Colleagues including other history teachers

Experts beyond the school

Guest speakers/Primary sources

We must recognize external organizations that are dedicated to preserving and teaching history as a valuable source. This may include human and non-human resources

Eg: Canadian Museum of History, Library and Archives Canada, local/online libraries and databases.

material created by other professionals

There are some really great resources put out there by other professionals on various platforms. However, care must be taken to ensure the accuracy and purpose of the material is considered before presenting to students.

Eg: Canadian/Britannia/Universalis Encyclopedia, Curio, EBSCO databases, learn360,hot docs.

Ministry sources

Ministry created content on Virtual Learning Environment. However, I am only familiar with how to access these from within my school board. I would assume that all teachers have access via their own school board.

Eg: TVO in the classroom and VLE.

The Ontario Curriculum for Canadian and World Studies.