FINALIST BIOGRAPHIES

Gina McMurchy-Barber & Kristin Cassie

Gina McMurchy-Barber and Kristin Cassie use many ideas to inspire their students (ages 9-12) in the Montessori school where they teach. Field trips, dough relief maps, murals, penpals, guest speakers and games are a few examples of their teaching methods they use to engage their students.

Gina and Kristin's classes are with them for a full three-year period. Therefore the focus of the school changes each year. In '95/'96 the focus was on First Nations studies culminating in a visit to the Queen Charlotte Islands to learn more about the Haida Indians. The class stayed one night in a Long House, watching and participating in Haida dances, visiting Haida elders and observing artifacts, historical evidence and art in the Haida Museum. In '96/'97, the focus was on the Canadian parliamentary system; during the school year the students visited a municipal polling station, the B.C. legislature and a trip to Ottawa to see the federal government in the House of Commons. In November, they took a trip to Vancouver Island to visit the legislature. In Ottawa they visited the Parliament Buildings, the War Museum, the Mint, the Governor General's home, and the Museum of Civilization. To prepare for the trip, the class had created a large poster of pictures and letters telling why they liked being Canadians. In '97/'98, the theme is The Depression years. This was brought to life by a musical production, based on the life of Gina's family. The remainder of the school year dealt with the study of Alberta, from it's pre-history to the natural geography, culminating in a trip to Drumheller, Alberta.

Projects also play a key role in Gina and Kristin's classes. The class developed a "Canada Wall" at their school, adding new pictures as new facts about their country came to light. Students make a dough map of Canada, modifying its features for each new period of history they were studying. They made Canada booklets. Students were introduced to Canadian artists and did imitative paintings. They devised a "Parliament Trivia" game. Sharing this information with the community has been a priority. Some of these projects have been given media coverage while others were presented directly to parents and the community by the students.

Judi Gelowitz

Judi Gelowitz teaches the importance of Canadian history, and in particular her own province's rich history.

Judi's classes have been actively involved in Heritage Fairs since they began in Kamloops. Students are involved in selecting and researching topics for these projects. Recently her students took part in the making of A Heritage Minute with Robert Scully and the collection of Heritage Minutes is used extensively throughout the year.

During the first term, her grade five students embark on a general study of Canada. Having travelled the whole of Canada many times, Judi is able to share her love and knowledge of our land. Once the students have a good understanding of our country, they begin the quest for knowing its history. With a specific focus on British Columbia, the students learn about the impact of the Fur Trade, the Cariboo Gold Rush and the Cross-Canada Railway. Throughout the year, students take part in activities that help them understand citizenship and the power they have as individuals as a part of the development and preservation of their home.

Judi has been taking her students to the Historic Gold Rush town of Barkerville for thirteen years. The five-day visit is the culmination of her students' integrated study of British Columbia's past. Guest speakers on such topics as Victorian School Days, economic issues and the study of artifacts are part of a yearlong focus on a wide range of topics.

While in Barkerville, students play the role of past residents of the Barkerville era. They create biographies and attempt to live the life of the children of their province's past. While on site, students and parents dress in period costume, becoming part of a living history through activities available at the park. They have opportunities to write their reflections on such activities as cemetery visits; a morning at a typical Victorian school; a trip to a courthouse for a reenactment of an actual court case with Judge Begbie; a museum visit; and a day spent panning for gold. The students spend the year working on choir music and performance skills. They sing in the streets, entertaining the tourists and the workers alike. The group experiences theatre and street performances. They attend workshops on leather crafting and gold panning, become apprentices, enjoy stagecoach rides, and help out in the general store and restaurant. Such activities as well as sketching and researching round out the trip.

For six years Judi has been teaching the Social Studies Methods course to first year Education students at the University College of the Cariboo. Judi recently completed her Masters of Education, where she did a case study called The Heartbeat of a Ghost Town.

Tom Morton (recipient)

Tom Morton describes his first experience teaching with CUSO in Sierra Leone without any teacher training as a "trial by fire." Twenty-six years later, teaching in Vancouver’s John Oliver Secondary School, he is still trying and still fiery about teaching. Several of his classes are for students newly arrived in Canada who may love the country but know nothing of its past. In other classes he tries to create a learning community out of students who are remarkable in their ethnic diversity and disparate academic levels. Rising to the challenge of these circumstances, Mr. Morton has created a plethora of nationally recognized curriculum that inspires critical thought, social action and collaboration among students. "It is important that students have a sense of hope that their actions can make a difference," he explains.

Some of his numerous contributions to Canadian Social Studies curriculum include texts and teaching guides: Look again: The process of prejudice and discrimination, Nobody likes an alarm clock, Hard times then and now, and most recently, Get on board: The underground railroad to Canada. He is currently working with two co-authors on Critical Challenges in Canadian History. In addition to this comprehensive repertoire of published historical works is a series of chapters, articles, and lessons that all share a common goal: to create a community of thoughtful, knowledgeable, and co-operative learners "who see themselves as agents of positive change."

Tom Morton was one of the founders of the British Columbia Co-operative Learning Association. He works closely with teachers, student teachers and university faculty to teach methods courses, critique works-in-progress, share ideas, and engage in cutting-edge curriculum development. He has presented workshops on teaching history and social studies across the country. He has served as guest editor for Horizon, a provincial magazine for social studies teachers and Canadian Social Studies, a pedagogical journal distributed nationally. He was awarded Social Studies Teacher of the Year in 1997 by the BC Social Studies Teachers’ Association as well as the Dupont Foundation bursary in 1995, which enabled him to attend a two week seminar on slavery in Stratford Hall, Virginia.

Publications and professional development aside, Tom Morton’s greatest teaching rewards are found in the achievement of his students: "It is a highlight when a young transitional student from China says that he sees how First Nations youth have much in common with him. It is a highlight when another makes an analogy between Quebecois and Punjabi Canadians." Co-operative learning that fosters social and historical understanding is at the core of Mr. Morton’s teaching philosophy. Students often alienated from academic work reap the educational benefits in their Social Studies class and in social relations beyond the borders of the curriculum.

Ken Marland

Ken Marland's grade 2 students are often outside of the classroom, out in the community exploring its resources. Throughout his career, he has attempted to create experiences for students of all grades that pass along his own love of history.

Ken has published two books (lesson plans) that he has used in the classroom, and that are intended as resources for teachers. The Bison: A Journal of Discovery, was developed for a grade 4 class at an inner-city school. Students studied the plains bison and its relationship to the Native people and the first Europeans on the prairies. The unit culminated in a dramatic retelling of the history with students performing for the community. Signal Hill: A community study of St. John's Newfoundland was developed upon Ken's return from a conference in St. John's. The unit, designed to explore the maritime community, begins with the purchase and dissection of squid, and continues with lessons on creating fog, collecting stamps, sending signals and constructing three dimensional models of lighthouses and the city of St. John's.

Ken's creative teaching methodology is apparent in his miniature stamp album, "My Mini Stamp Album of Saskatoon", designed to assist children in learning about their local history. Each page features subject-specific stamps (flora, fauna, political figures, symbols) with a brief description of its significance. Ken designed it to "encourage children to explore Canada's heritage by collecting and examining postage stamps."

Ken has published a monograph, titled "The Affective Dimension of Concept Development", in which he describes how to teach Social Studies from a problem-solving perspective. Written at the request of the head of Social Studies instruction, College of Education at the University of Saskatchewan, the monograph was intended to help teachers present Social Studies in a stimulating manner. Ken is also involved in leading professional development courses throughout the year.

Cindy Hanson

Cindy Hanson teaches Native Studies, Canadian History and World Issues in Brandon, Manitoba. She has initiated and developed an array of original curriculum support material that incorporate First Nations and community-based content with local history and knowledge. Cindy’s energy and innovative ideas have inspired students from diverse backgrounds. Some of their multi-media projects, particularly as they relate to promoting multiculturalism and diversity, have landed Cindy and her students local and provincial awards. In addition, Cindy received a Canada 125 Medal and CIDA Professional Award. Her work continues to be shared in numerous workshops, presentations and publications throughout the prairie region.

Visitors to Cindy’s class report about seeing Aboriginal and non-Aboriginal students working together to help one another understand a history that their parents created together. She feels that "Our future lies in our past, so our children must learn the truth of the past so that they can effect change in our future". Her students learn through a hands-on approach including historical tours, community work, guest speakers, debates, and field trips. She uses local photographs and newspapers from the past to give discussions depth and context. She encourages students to consider themselves part of living history as they look to the future.

Cindy links local and global issues. Her unit on Major World Religions explores the connections between religion and politics and examines them within the Canadian context. Students are encouraged to investigate how religion has been and continues to be a powerful force in shaping human history and how religion is defining the Canadian mosaic. Students are required to interview members of their local community to find out firsthand how people come to hold certain views.

The promotion of diversity and the elimination of racism are strong themes in Ms. Hanson’s teachings. Her project entitled, "Diversity: An Integrated Curriculum Approach" won a provincial award. Methods used in the project are interdisciplinary and include the use of historical writings, drama, community relations, and a critical analysis of jokes, cartoons, and advertising. Students exchange information and experiences with each other and develop the skills to challenge stereotypes.

The teaching of history in Ms. Hanson’s class is relevant and thought provoking. Students are engaged in activities that take them beyond the confines of the school walls, both intellectually and physically. History truly comes alive under the direction of this teacher who is both a passionate and knowledgeable educator.

Ena Lalonde

With 36 years of teaching under her belt, there are few things Ena Lalonde’s students could do that would surprise her.

Nominating her for a Governor General’s Award was one of them.

Using simulations, role playing, music, poetry, theatre, philosophy and creative evaluation techniques, Ms. Lalonde makes Canada's history a fascinating, meaningful and memorable experience for young people.

As part of her nomination, 200 signatures appear on a signed petition attesting to Mme. Lalonde's ability to instill passion for Canadian History in her students. Treasured lesson plans were submitted by teachers who have welcomed and used Ena's work over the 36 years of her teaching career.

The following testimonials sum up the admiration and respect that she commands from both her colleagues and the many students whose lives she has touched:

"What I think is most unique about Madame's teaching techniques, however, is that while other history teachers have recently felt a need to turn to technology to hold students' interest, making flashy multimedia presentations and gathering them on esoteric field trips, she can rivet our attention - and make Canadian history real - without the aid any of these tools" (Michelle Dean)

"While many believe that historians, like journalists, should ask the 'five-Ws,' Mme Lalonde taught me to ask "how, why and so what?' These three questions form the nucleus of any good historical writing," (Michael Klenavic)

"While I knew then that Mme. Lalonde was one of my favourite teachers, what I have only realized years later is the enormous impact she and her teaching ability have had on my on ideas. In conversation with people I am always amazed at the depth of my basic knowledge of History. While others are unable to remember major events, they still flow freely from my memory banks, often attached to a particular story or interesting tidbit passed on to me by Mme. Lalonde" (Leanne Alami-Merrouni)

David McAdam

David McAdam has been teaching at Bayview Secondary School in Richmond Hill, Ontario for the past year. Prior to this he taught at Thornlea Secondary School in Thornhill for eight years. While he has many milestones in his teaching career, David considers his most successful moments to be helping his students to be "informed, proactive citizens who continue to develop the optimism to resolve and manage conflict, to celebrate success and to make positive , worthwhile contributions to their community."

To David, Canadian History is more than events, dates, names and policies. "It is the understanding of cause and effect and the application of processes to contemporary life where we, as members of a global community are making History."

In his submission, David has included hundreds of support letters - from students, colleagues and parents who have a profound respect for his ability to foster critical thinking skills and to create a collaborative culture within the classroom as well as a respect for all backgrounds.

He has developed an extensive multi-media approach to the examination of Canadian culture and History, racism and multiculturalism, nationhood, the history of First Nations and European colonization of the New World. His student work is exemplary and underscores a depth of analysis that sets him apart from his contemporaries.

David's teaching has been far-reaching. He has been innovative in instilling in primary students a love for history and for learning through the elementary school reading programme created by him and staffed by high school volunteers. To promote inquiry and exchange partnerships, he is organizing an international computer network for history students. In addition to this, David has co-developed an Integrated Arts approach to Canadian cultural accomplishments for destreamed grade 9 students and serves as a member of the York Region OBL Focus group, revising outcomes for Canadian history which will be implemented across the board in approximately 22 high schools.

David "makes a difference in his teaching and in doing so, has consistently demonstrated the critical qualities of exemplary teaching of Canadian History."

Michael Taylor

Michael has co-written, directed and produced two Canadian historical musical productions. "Radishes and Gooseberries" deals with the explorers Radisson and Groseilliers. "Too Late to Stop Now" features the Upper Canada 1837 Rebellion. Michael, his co-teachers and his students spent eight months producing and rehearsing to take the plays on a 12-presentation tour of Toronto schools. He is currently creating "Klondike", a musical comedy that will celebrate the 100th anniversary of the gold strike.

His grade 8 class re-enacts the Trial of Louis Riel. They become involved in extensive research into the history of the period, the study of neuroses and psychoses and Canadian Law. Visiting law students provide lectures on the legal aspects of the case, in addition to the students experiencing live court procedures at the Provincial Courts.

Michael also arranges numerous historical excursions for his students. These include biannual trips to Ottawa; excursions to the Jesuit missions in Midland and the 1812 Penetanguishene Naval Museum; and a four-day biking trip through Prince Edward County including stops at the MacAuley Museum and various "Loyalist Trail" sites.

His students won the 1998 CBC Greatest Events in Canadian History competition for "Most Innovative" with their video on immigration from 1800 to 1990.

Michael stresses academic challenges that require the use of inference and analysis. Assignments in historical fiction and expository writing develop these skills. His experimental assignments act as the "hook" to stimulate students to involve themselves in history education.

Carol White

Carol White brings Canadian history to life for her grade eight students through extensive use of simulations, multi-media and innovative teaching methods.

Carol is very active in the CRB Foundation's Heritage Fairs. She is currently co-chair of the Kingston Regional Heritage Fair and was co-chair of the national Heritage Fair held July 1997, in Kingston. The fair becomes in integral part of her teaching program. Students enjoy the opportunity to explore and share the stories of the past, both their own and their country's, through developing a wide variety of projects such as illustrated projects, videos, models, dramatic presentations and computer programs. One of her classes had the enriching experience of working with Robert Scully, one of the creative directors of the CRB Foundation's Heritage Minutes. Students personally experienced the basics of making a video. With a grant from their Student Council, they then produced their own video documenting important moments in Canadian history.

Carol's immigration simulation is an example of her student-centred teaching philosophy. The activity, "Utopia- Why Not?" has students study the basic concepts about culture in Canada and other parts of the world and then apply their newly acquired skills and knowledge to create their own perfect world. A simulation called "Terra" is part of this experience. Students: 1) experience firsthand the changes faced by immigrants; 2) research and learn of the challenges faced by Canadian immigrants and 3) compare the immigrant experiences in early Canada with those in Terra in order to draw conclusions about the distinct lives of all newcomers.

Carol's students learn about conflict and conflict resolution through a unique six-week unit that introduces this theme in everyday life, and utilizes an overnight visit to a local heritage treasure, Kingston's Old Fort Henry, to make "history come alive" for the 1837 Rebellions and their aftermath.

Curriculum writing has always been a large component of Carol's career. She has written curriculum at the school, board and Ministry levels. She recently worked for the Ontario Ministry of Education and training as part of a team writing the new provincial History and Geography Guidelines. Local history is extremely important to her as evidenced by her latest unit, on Molly Brant, an honoured aboriginal woman who played a prominent role in Kingston's history.

Luc Tousignant, Vincent Ruel et Nicole Gobeil

J’ai adoré mon experience parce que ça m’a permis de me plonger dans une culture ancienne et j’ai vraiment eu la pique. Marie-Eve Chabot, secondary 5 student

This student in secondary five felt ‘bitten’ by the history bug as she dove into an ancient culture. Marie-Eve is not alone in her enthusiasm for The History Society of Le Ber School. In fact, many other students sing the praises of this program spearheaded by history teacher Vincent Ruel, geography teacher Luc Tousignant and social science teacher Nicole Gobeil.

These three innovative educators developed The History Society for the purposes of sharing their passion for history with students. Realizing that students possess creativity and unique skills, they structured the society's executive in a way that would empower the student and feature their talents. The result is that students feel the satisfaction of contributing their valuable skills to a team effort fostering self-esteem and pride in themselves.

The History Society was organized in 1996 as a three tiered system with an Orientation Council at the top, an Executive Council next and Academic Disciplines and Affiliated Organizations at the bottom. The Orientation Council is made up of a member of administration, three students and a group who decides on an annual theme for the society. The Executive Council is comprised of twenty students who direct and carry out the society’s various annual projects. Within this governing body are three committees that call for intellectual, manual and social convening skills. Teachers make up the final group and their duty is to assist students with projects by sharing expertise in each of their academic disciplines.

One memorable project The History Society carried out was "On the Path of the Abenaquis." During three days students demonstrated to their community the life of these ancient ancestors from religion to relations with their French neighbours to hunting techniques. The spectacle concluded with a view of today’s Abenaquis and their struggles to retain their culture. Another event, Leaving for the Eastern Townships had the student re-enacting the migration of the English from Britain and the United States to Quebec. Complete with a day of pioneer activity, theatre, dance and other expressions of folklore this activity brought students, teacher and community members together to celebrate the diverse heritage of their province and country.

Parmi les projets mémorables de la Société d'histoire figure Sur la Route des Abénaquis. Pendant trois jours, les élèves ont fait découvrir à leur communauté la vie des lointains ancêtres, depuis leur religion jusqu'à leurs relations avec les Français, en passant par leurs techniques de chasse. L'événement s'est conclu par un portrait des Abénaquis d'aujourd'hui et de leur lutte de préserver leur culture. Un autre spectacle-événement, Le Départ pour les Cantons de l'Est, a amené les élèves à reconstituer la migration des Anglais d'Angleterre et des États-Unis vers le Québec. Consistant en une journée complète d'activités de déchifrage, de théâtre, de danse et d'autres expressions folkloriques, cette activité a amené les élèves, les enseignants et les membres de la communauté à célébrer ensemble l'héritage diversifié de leur province et de leur pays.

Gloria Johnson

Gloria Johnson utilizes the traditional teachings of the Mi’kmaq culture in her wholistic approach to education. Teaching at Riverview High in Sydney, she develops relationships with her students based on mutual respect, and reconnects the young people with the traditions of their culture.

Native and non-Native students alike seek out Gloria’s classroom based on its reputation as a non-threatening environment where students feel safe and learn in a positive, respectful and welcoming atmosphere. Her teaching philosophy is modelled after the medicine wheel and seeks to instil in her students, cognitive, physical, social, and spiritual competency. Talking and sharing circles are conducted as a means of recapping and reviewing material covered, and reinforce the value of the oral tradition that many of her students are accustomed to.

Gloria’s caring attitude is not limited to the classroom. Colleagues attest to the fact that she is a constant source of strength for the young people with whom she comes into contact, both in school and in her community. Gloria uses her social work background to help the community address difficult issues. She encourages the young people to express themselves using a variety of methods including poetry and essays.

Curriculum writing is another area of strength for Gloria. When students felt that materials were lacking that validated their identities, Gloria began the process of creating them. Included in her Canadian History studies are lessons on land treaties, hieroglyphics, and the Mi’kmaq Grand Council. Community members are welcomed into the classroom and elders offer living testimonials about issues such as Residential Schooling for Native children.

Gloria builds bridges between people in the community and between the past, present and future. She provides a forum for discussion on issues that need to be addressed in Canada and includes everyone at the table. This is a teacher who challenges us to learn from our past and to include it as we find solutions for the future.

Douglas Gosse

Douglas Gosse believes that history is about emotion, empathy, and understanding. It’s also about people who are very resourceful. Presented with his own challenge of establishing a stimulating learning environment¾ with limited access to formal resources¾ for his French immersion history students at MacDonald Drive Junior High School, Douglas Gosse created his own resources. These include units on Louis Riel, Upper and Lower Canada, and World War I and II. He has also written two novels that reflect historical and social realities - The Celtic Cross (1995), containing a lot of Newfoundland Celtic folklore, and The Romeo & Juliet Murders (1997), which is a spoof on Shakespeare’s tragedy, and has much local flavour.

History does not end when the bell marks the end of the period in Mr. Gosse’s class. Dramatic re-enactments of Louis Riel’s trial, improvisations of scenes from historical novels, dance, art work, journals, guest speakers, and excursions are all part of what motivates students to learn more and dig deeper.

Along with retaining dates, events and historical personages, the students are able to access the emotions of the period and empathize with the individuals involved. They don’t merely read about Anne Frank, and soldiers in the trenches – they become them. This sense of personal connection makes the recorded facts more relevant and results in students who are more alert, interactive, and autonomous learners.

Mr. Gosse is also involved in several history related extra-curricular activities. He organized the first ever Newfoundland and Labrador Heritage Fair in his school, Macdonald Drive Junior High, which proved to be very successful. He attended The CRB Summer Institute for Social Studies at Queen’s University and presented a series of slide shows to the staff and students of his school based on what he had learned. In addition, Mr. Gosse’s recently completed M.Ed. thesis was entitled, Historical Fictions, Drama, and Journal Infusion in Grade Nine, Early French Immersion History: A Curriculum Guide Using Enfants de la rebellion.

Mr. Gosse’s believes that history is culture, and cultural understanding is what unites us as a country – or divides us when cultural conflicts occur, resulting in misunderstandings or misconceptions. His real strength as a teacher, he believes, lies in the minds of the students who leave him each June with a good feeling about history, increased motivation, broadened perspective, and, ultimately, more respect and empathy towards others - for this, he feels, is the foundation of history.