2020

Linda–Rae Carson has developed a Canadian history program for her senior high students that is grounded in history education theory that suggests students bring far more “historical skills” to class than previously recognized.

Paul Gifford, a Senior 10 educator was nominated for an original integrated experiential program called The Wilderness Integrated Course.

Caroline et Valérie ont fait vivre à leurs élèves un projet sur la Nouvelle–France qui s'est terminé par un grand banquet au gymnase de l'école où tous les enseignants, enfants (et même certains parents) étaient costumés!

Lorretta Stabler and Patti Thorne, multi–aged students and community members collaboratively engaged in an authentic Archaeology project. Mysterious shards found on school property sparked students' curiosity and began the hands on “uncovering” of many real artifacts.

Will Ferguson, best-known for his humourous outlook on Canadian history and culture, has authored several books including Canadian History for Dummies.

Jack Granatstein joined the History Department at York University, Toronto (1966–1995) where, after taking early retirement in 1995, he is Distinguished Research Professor of History Emeritus.

Adrienne Chong and Mark Melnyk have developed teaching and assessment strategies that breathe life into their Canadian history classes. Role play, heritage albums, heritage fairs as well as course packs of primary documents provide students of varying aptitudes and interests strong conduits for learning.

Francesca Ianni is an energetic history teacher who wants her students to be fascinated by learning and to enjoy coming into her classroom. Francesca infuses her lessons with stories, and anecdotes as well as historical facts to engage her students.

The team teaching approach of Jean–Pierre and Christian Lagueux is one of innovation. Their use of artefact creation, role–play, time travel and theatre production creates an environment suitable for all types of learners.

Gina McMurchy–Barber's approach to teaching Canadian history begins with concrete experiences and materials that lead to abstract learning. For each history unit she creates board games, puzzles, timelines or matching exercises for her students, ages 6 to 9.