Social Studies Teachers Association

Social Studies: Think About It!

Friday, October 28, 2022

Registration now closed.

(No refunds after October 14^th)

Location

Saint Mary's University, Halifax

Click on the map to access directions

Conference Schedule:

The Social Studies Teachers Association welcomes you to our annual conference. This is a BYODB (bring your own device and water bottle) event. Parking is limited and carpooling is strongly encouraged.

Click here to access a map of the campus.

Please see our complete roster for a variety of workshops both on and off site.

Registration Information:

SSTA Conference fee:  $100.00 
Substitute / Retirees / Pre-Service Teachers:   $50.00

All registration questions should be directed to:  
sstaregistration@nstu.ca (registration) & sstaconference@nstu.ca (chair)

As per NSTU Operational Procedure 14 E. IV.: receipts of payment and attendance will not be distributed until the conference has concluded.

Keynote Speaker:  Dr. Carla Peck

Dr. Carla Peck is Professor of Social Studies Education in the Faculty of Education, and Adjunct Professor in the Department of History, Classics & Religion, at the University of Alberta. She is the Director of Thinking Historically for Canada’s Future, a national research partnership focused on K-12 history education (www.thinking-historically.ca). Carla researches teachers’ and students’ understandings of democratic concepts, teachers’ and students’ historical understandings, and is particularly interested in the relationship between students’ ethnic identities and their understandings of history. She has held several major research grants, has authored and co-authored numerous journal articles and book chapters, and has co-edited several books related to her research interests, including Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach, The Palgrave Handbook of Global Citizenship and Education, and Contemplating Historical Consciousness: Notes from the Field. Carla regularly works with teachers at the provincial, national, and international level and serves as a consultant on numerous boards and advisory groups for history and civic organizations. She has been involved in various aspects of curriculum development in Alberta, Canada, and internationally and is actively engaged in political advocacy for quality social studies and history education in Alberta. Strongly committed to social justice education, Carla has always sought ways to engage students of all ages in discussions about how to make the world a more equitable and just place to live. She views a solid grounding in history and historical inquiry as foundational to these discussions. Before Carla found her way to academia, she was an elementary school teacher in New Brunswick. 

Workshops

Special Offsite Sessions - Full Day

(NOTE: Choosing an offsite session includes lunch, but you do not have to select lunch when registering. You will be contacted separately regarding dietary concerns after registrations are complete.)

Q1:  Fortress Louisbourg National Historic Site – FULL DAY – A special full day location workshop for the SSTA Conference
Maximum 20 people
Location for this workshop only: Fortress Louisbourg National Historic Site, Louisbourg NS
Welcome to the Fortress of Louisbourg National Historic Site. This fortified town brings you back to French colonial life between 1713 and 1758, as is the largest historical reconstruction in North America. This place was first the home to the Mi’kmaw people. In the 18^th century, they were joined by the French alongside Basque, German, English, Irish, Scottish, and African people. Louisbourg was a major fishing centre and cosmopolitan town situated on the trade routes between North America and Europe.
This premiere Parks Canada site has some of the best resources in the country including our own dedicated Historian and Archaeologist. After becoming more familiar with the site through a guided tour, make your way to our Archaeology building to partake in an exercise in interpreting historical documents with our Historian Sarah MacInnis. While here you’ll have a chance to take a behind the scenes look at Louisbourg’s Archaeological collection!
Next, join our Archaeologist, Mallory Moran and talk about exercises that teachers can use in class to teach about archaeology. She will also share resources that can help get students involved in archaeological projects, and talk about how to help students pursue archaeology as a career.
Register as usual and you will be contacted with further details. Participants are responsible for their own transportation directly to the site and home. Lunch is provided.

Q2:  Black Loyalist Heritage Centre – FULL DAY - A special full day location workshop for the SSTA Conference
Maximum   15 people
Location for this workshop only – Black Loyalist Heritage Centre, Birchtown NS.
Participating teachers will visit the Black Loyalist Heritage Centre in Birchtown, Nova Scotia for a full day workshop. The first portion of the day involves a tour of the Centre and historic site. On the tour, teachers will be guided through the world-class displays, where tour guides will share the fascinating journey of the thousands of Black Loyalists who took up arms with the British during the American Revolution to earn their freedom in Nova Scotia. The tour will also showcase the historic landmarks of the Birchtown community, including the Old Schoolhouse, Pit House replica, St. Paul’s Anglican Church and the Black Burial Ground.
In the afternoon segment of the workshop, we will focus on helping teachers share the story of the Black Loyalists at their schools. We will share educational materials and engaging activities that can be utilized with students to bring to life the story of the Black Loyalists within the classroom.
Register as usual and you will be contacted with further details. Participants are responsible for their own transportation directly to the site and home (you do not need to come to SMU first).  A homemade farm lunch is provided. Yum!  Participants are asked to dress comfortably and for the weather.
Suitable for teachers of all grades

Q3:  AgriCULTURE – The Performance of Food and Clothing – A special FULL DAY location workshop for the SSTA Conference
Maximum  15  people
Location for this workshop only – Ross Farm Museum, New Ross NS
Ross Farm Museum is the Nova Scotia Museum’s living history museum of agriculture. We perform, demonstrate, and teach the activities of the 19^th century farmer in the uplands of Nova Scotia between the early 19^th and the early 20^th centuries.
Agriculture is about the production of food and clothing, as well as a source of useful by-products ranging from medicines to communications tools. This day-long workshop will provide a presentation connecting agricultural practices to questions of behaviour and even belief – the geneses of culture. We will discuss agriculture’s contribution to collective memory and the concept of heritage. We will look at examples of agriculture as a performance and the cultural systems tied to those performances. We will look at agriculture as a transformational act.
Your day will begin with arrival at the museum and an introductory presentation by the Director. After the presentation you will have time to participate in a hands-on activity, such as candle making, wool processing, blacksmithing or the like. After a break for lunch, you will be able to participate in a second hands-on workshop.
We look forward to seeing you at Ross Farm in October!
Register as usual and you will be contacted with further details. Participants are responsible for their own transportation directly to the site and home (you do not need to come to SMU first).  Lunch is provided. Participants are asked to dress comfortably and for the weather.
Suitable for teachers of all grades

Q4:  Memory Lane - Stroll back in time to the 1940s  – A special full day workshop for the SSTA Conference
Maximum 15   people
Location for this workshop only – Memory Lane Heritage Museum, Lake Charlotte, NS
Spend the Day at Memory Lane
Immerse yourself in the 1940s with this day of activities and shared learning around everyday life in coastal communities along Nova Scotia’s Eastern Shore. Memory Lane Heritage Village is a living history site comprised of 18 buildings which depict life during the wartime era. We’ll start with a tour of the Village with hand’s on opportunities along the way, many which can be replicated in the class room. Paint your own buoy; make a single loaf of bread with Goldilocks water (not too hot and not too cold) and learn how Canada’s Food Guide was a response to the war-time need for healthier soldiers and citizens. Enjoy a lumber camp meal in the Cookhouse and finish your day with a special presentation from the Association of Nova Scotia Museums on NovaMuseEd, an online resource by community museums.
Register as usual and you will be contacted with further details. Participants are responsible for their own transportation directly to the site and home (you do not need to come to SMU first).  Lunch is provided. Participants are asked to dress comfortably and for the weather.
Suitable for teachers of all grades

Q5:  Army and Aviation – A special full day workshop for the SSTA Conference
Maximum   15  people
Location for this workshop only – Army Museum, Halifax Citadel and the Atlantic Canada Aviation Museum, Goffs NS
One day- two great museums!
During the first half of the day the group of educators will experience the museum as if they were a visiting group of students. We will begin with a tour of the Museum at 0900 (the Museum is still open to the public but this is “normally” a slow period) to highlight Museum content that is culturally and personality focused. The group will then move down to the Soldier’s Library and receive a hands-on presentation of the three programs and overview of the delivered program.
The Army Museum has four educational programs – three delivered in the Museum, by Museum staff, and one transported to the school for delivery by the teacher or a Museum Veteran Volunteer -if available and if restrictions allow. The Museum-delivered programs are for Grades 4-5, 6 and 7-9 while the in-school program is for grades 7-8.
Lunch will be provided, and then it’s on to museum two…
During the afternoon, teachers will start their visit with a tour of the Museum where they will see the displays we have on theory of flight and the many aircraft and artifacts on display. The tour will focus on the progression of aviation technology from the first fight of the Silver Dart in 1909 to the present day. We will then review our in-school program and complete a paper airplane activity.  Finally, teachers will spend some time in the museum’s Boeing 737 flight simulator where they will have an opportunity to experience the thrill of flight first-hand at the controls of an airliner!
Located near the Stanfield International Airport, this museum has lots to offer schools, including an onsite educational program focusing primarily on STEM, an in-school presentation covering the parts of an airplane and basic theory of flight, and an online module through NovaMuseEd about flight with a template and instructions to fold a paper airplane.
Register as usual and you will be contacted with further details. Participants are responsible for their own transportation directly to the site and home (you do not need to come to SMU first).  Lunch is provided. Participants are asked to dress comfortably and for the weather.
Most suitable for teachers of grades 4-9, but all are welcome!

Q6:   Desbrisay Museum – Telling Important Stories  – A special full day workshop for the SSTA Conference
Maximum 15   people
The DesBrisay Museum is Lunenburg County’s community hub of Heritage, Arts & Culture. The museum is a place to gather, share stories, learn from one another, and celebrate our local history.
During this daylong visit, teachers will learn about Judge Mather Byles DesBrisay, a local Bridgewater resident with a collection of such great proportions that it attracted local teachers and students in the 1800s.
The day will be split up into four programs, including an in-depth look at our Indigenous collection, which features the Porcupine Cradle, considered to be the finest example of Mi’kmaq porcupine quill craft in existence. We will examine our quilt collection looking at the economic, social, and cultural history of quilt making, including quilt bees, community fundraisers, and the stories they hold.
The Association of Nova Scotia Museums who will present about NovaMuseEd, an online curriculum resource for teachers based on museum collections from across Nova Scotia
We will also be joined by Frances Anderson, co-author of Common Lichens of Northeastern North America, who will lead teachers through a hands-on examination of lichens, which includes a walk through our grounds (weather permitting) and a look at how lichens have been used by people over the centuries. Lichens are organisms that have a mutualistic relationship, meaning they work together to survive.
Register as usual and you will be contacted with further details. Participants are responsible for their own transportation directly to the site and home (you do not need to come to SMU first).  Lunch is provided. Participants are asked to dress comfortably and for the weather.
Suitable for teachers of all grades

Full Morning Sessions:  (10:30 a.m. -12:30 p.m.)

(Max 25 people per workshop)

AB 1 Reflecting on war through the eyes of youth
Fanny Dagenais-Dion, IHL Coordinator for Eastern Canada, Canadian Red Cross
The crisis in Ukraine and other armed conflicts around the world have drawn the attention of many concerned Canadians. Without the tools or outlets for proper reflection, many of us, students included, feel somewhat ineffective and despondent. Humanitarian education activities in the classroom can help youth develop critical thinking skills about the violence they are witnessing on social and traditional media. This workshop will help high school teachers of various subjects talk with their students about war. Participants will explore classroom activities firsthand that introduce the principles of International Humanitarian Law (IHL) and related issues through the eyes of youth themselves (e.g. war crimes, forced migration, targeting of civilians, sexual violence, environmental impacts, etc.).
Applicable for teachers of grades 9-12
This workshop is a “double” session. If you sign up for it, you do not need to sign up for other morning workshops.
Les ressources présentées dans cet atelier sont également disponibles en français.

AB 2 The Azrieli Foundation's Holocaust Survivor Memoirs program: A First Step for Educators preparing to Teach about the Holocaust
Marc-Olivier Cloutier, Manager of Education Initiatives, the Azrieli Foundation; Edna LeVine, Director of Community  Engagement, the Atlantic Jewish Council.
The Holocaust Survivor Memoirs Program aims to publish the memoirs of Canadian Holocaust survivors. Survivor testimony is a valuable tool for accompanying the learning of historical events and we offer a variety of different activities, programs and resources to be used in the classroom that feature the memoirs we publish
This workshop will engage teachers with our resource for educators preparing to teach about the Holocaust – The First Step. The First Step is a guide that provides educators with reflective exercises, trusted resources and tangible takeaways and tools for use in the classroom. It is meant to be completed before planning a unit of study on the Holocaust to build confidence prior to teaching.
In the second half of our session, we will demonstrate how to use our digital tool, Re:Collection, to help students develop historical thinking skills through the incorporation of first-hand accounts. Re:Collection is an innovative digital resource that combines video interviews with memoir excerpts, photos and artifacts, and features interactive timelines and maps to place survivors’ stories in historical and geographic context. We will review how educators can use Re:Collection to dive deeper into historical thinking skills by using the content through inquiry based learning.
We will also briefly introduce participants to our range of educational offerings (memoirs, education programs and activities, digital resources, etc.)
With a firm belief that everyone, from our most vulnerable to our most exceptional, has a contribution to make, the Azrieli Foundation has been opening doors, breaking ground and nurturing networks for over 30 years. The foundation’s founder, David J. Azrieli, was a Holocaust survivor who felt truly liberated upon the creation of his own memoir. He wanted to provide other survivors the chance to do the same. The Holocaust Survivor Memoirs Program was established by the Azrieli Foundation in 2005 to collect, preserve and share the memoirs and diaries written by survivors of the Holocaust who came to Canada. These memoirs – published in both English and French – are distributed free of charge to educational institutions across Canada. A variety of bilingual educational materials are available to support teachers who are using the memoirs in their classrooms.
Applicable for teachers of grades 5-12
This workshop is a “double” session. If you sign up for it, you do not need to sign up for other morning workshops.
Les ressources présentées dans cet atelier sont également disponibles en français.

AB 3  Engage Your Students with ArcGIS StoryMaps
Jean Tong, Manager K-12 Education, Esri Canada @GIS4Teachers
ArcGIS StoryMaps are an engaging storytelling tool that incorporate maps, text, photographs and other media. In this workshop, you will learn how to engage and inspire your students using the ArcGIS StoryMap builder to visualise and share your data. Follow along as we outline the flexible storytelling options, the built-in express maps, and explore the pre-designed themes that you can apply to your story and data.
Applicable for teachers of  Primary - 12
This workshop is a “double” session. If you sign up for it, you do not need to sign up for other morning workshops.
Les ressources présentées dans cet atelier sont également disponibles en français.

Session A (10:00 a.m. - 11:00 a.m.)

(Max 20 people per workshop)

A1  Embodied leadership 101
Dr. Rachel Zellars, Saint Mary’s University
Over the last two and a half years, leadership styles and trainings that centre equity, diversity, and cultural competency have been offered and discussed. Yet, these leadership models largely focus on awareness and education, rather than changing behavior. How does an embodied leadership best prepare educators for transformative change in an increasingly challenging world and classroom?
Applicable for teachers of all grades.

A2  Sorting it all out: Card Sorts for the Classroom
Alan Dick, King's-Edgehill School Head of Humanities
Looking for another way to challenge and engage your students? A typical card sort is an activity in which students are given a set of cards with a single concept or event written on each card and then they organize the cards by grouping related concepts or putting them in chronological order. This is a versatile activity that may have complexity added to it as required and be used as an introduction to a unit, as a review activity, or as an opportunity for formative assessment. This session is led by an experienced secondary school classroom teacher who will introduce you to a variety of card sorts and their applications. At the end of the session you will build your own card sort and have a new and practical tool try out in your classroom.
The SSTA believes in the value of teachers sharing their classroom experiences and best practices with other teachers. We wish to acknowledge this contribution from one of your colleagues. Thanks, Alan!
Applicable for teachers of all grades.

A3  "Nova Scotia: Our People and Their Built Heritage" - An Educational Website Developed by Heritage Trust Of Nova Scotia
Denise Hansen, Heritage Trust of Nova Scotia
Nova Scotia's landscape and architecture is steeped in history, collectively telling the story of the province and its founding cultures- Mi'kmaq, Acadian, African-Canadian and Gaelic. An on-line learning tool called "Nova Scotia: Our People and Their Built Heritage" (https://ourbuiltheritage.htnsarchived.ca/stories). provides a well-researched portal for information. The learning resource was designed specifically to engage students in inquiry based, critical thinking activities, including primary source analysis, discovery and outdoor observations. The students learn by guided questions and are provided with a variety of sources, including maps, documents, archaeological information and period illustrations. Together they explore the topics and exercise the thinking skills that are the hallmark of the effective Social Studies classroom. The website site will be actively demonstrated during the workshop, with an exploration of topics suggested by teachers. Teachers will discover the content of the site and the methodology for its use in the classroom.
Most applicable for teachers of Social Studies grades 4-8, but all are welcome

A4  ‘Thinking about’ ancient Greek myth in its art historical contexts
Dr. Alison E. Barclay, Ancient Studies (Languages and Cultures), Saint Mary’s University
When choosing images to illustrate class discussions of ancient Greek myths, and other aspects of ancient Greek culture, have you ever wondered how we know an image represents a particular myth vs a scene reflecting daily life? Have you ever considered the context of the image, such as the date, shape, function, or the social, geographical, and archaeological contexts? For example, why are the Labours of Herakles part of the architectural decoration of the Temple of Zeus at Olympia? Why do scenes from the adventures of Odysseus decorate vases created for symposia? Why do the labours of Theseus become popular subjects in Athens in the age of democracy? Out of context, an image of Theseus fighting the minotaur is a visual aid to discussing the myth. In context, the image becomes a starting point for the discussion of the Athenian polis, democracy, and the use of images to promote a political agenda. Theseus is credited with founding the city-state of Athens and, although a king, is characterized as democratically minded. Theseus and his labours became symbols for the liberation of Athens from tyranny (Minos), and for the creation of law and order (other labours). Therefore, thinking about the images in context permits deeper discussions of the Greeks’ world view, values, and beliefs.
This workshop will comprise an introduction to ‘reading’ ancient Greek imagery and to thinking about the contexts of the images. Our focus will be on representations of mythological scenes on vases. Participants will be given the opportunity to study and analyze a replica vase from our program’s collection.
The analytical tools demonstrated in this workshop should be adaptable for teachers of students at any level.

A5  Veterans Affairs Canada Learning Resources
Jill Paton and Alan Banman, Veterans Affairs Canada
Veterans Affairs Canada offers a wealth of free, bilingual learning materials to support educators in helping Canadian youth from grades K-12 learn more about the importance of remembrance and our country’s military history. Knowing about the sacrifices and achievements of those who have served in the cause of peace and freedom can help young people better understand the country we have today. From our Veteran’s Week products and comprehensive learning kits to historical publications and lesson plans, we have what you need to explore various chapters of Canada’s military history, from the dawn of the 20th century to today. Our many lesson plans for students of all ages dig into different wars and battles, and the Canadians from our diverse society who have served in uniform over the years. Come learn how you can use these free resources in your classroom. 
Applicable for teachers of all grades.
Les ressources présentées dans cet atelier sont également disponibles en français.

A6  There Can Be No Reconciliation Without Truth
Amber Laurie and Roger Marsters, Maritime Museum of the Atlantic
As part of Kjipuktuk/Halifax’s successful bid for the 2021 North American Indigenous Games, the Nova Scotia Museum undertook exhibit development showcasing Mi’kma’ki to the world. The resulting exhibit at the Maritime Museum of the Atlantic, Ta’n me’j Tel-keknuo’ltiek: How Unique We Still Are, reflects how Mi’kmaw people remain connected to the lands and waters of Mi’kma’ki today. Rooted in Mi’kmaw-language concepts and expressed in the words of Mi’kmaw people themselves, the exhibit offers visitors the opportunity to come to a fuller understanding of themselves as Treaty People. In this session NSM curators Amber Laurie and Roger Marsters reflect on their experience as non-L’nuk members of the exhibit content-development team, offering suggestions for successful collaborations and providing resources to help non-Indigenous people amplify Mi’kmaw voices as transparently as possible.
The information in the presentation is suitable for use in junior high/high school classrooms but could be tailored for younger audiences. Bring your questions!

A7  Leveraging the Power of ‘Place’ in the Social Studies Classroom
Dr. Jason Grek-Martin – Department of Geography and Environmental Studies (Faculty of Arts), Saint Mary’s University
As a historical-cultural geographer, the concept of place is central to my undergraduate teaching. Geographers consider places to be locations that have been imbued with notable individual or collective meaning and value. Places blend the material and the symbolic, the real and the imagined, the personal and the collective in dynamic and powerful ways. Indeed, philosopher Jeff Malpas (2010) argues that “place is perhaps the key term for interdisciplinary research in the arts, humanities and social sciences in the 21st century.” In this session we will explore how place can be leveraged in the social studies classroom to tap into students’ place-based experiences as a vehicle for critical discussion about the world around us. Drawing on my experiences teaching about place to first- and second-year undergraduates, I will illustrate how encouraging students to think about and talk about their own place perspectives can help them grasp complex and challenging debates over a wide range of social issues, from the place-based politics at the heart of contemporary immigration debates to the vexing question of what to do with monuments and statues that no longer represent a society’s core values.
Applicable for teachers of high school.

Session B (11:30 a.m. - 12:30 p.m.)

(Max 20 people per workshop)

B1  “Starting the Hard Conversations: Tools for teaching about the Holocaust
Robyn Brown, Social StudiesTeacher, Dartmouth High School
Robyn, a history teacher from Dartmouth High and current student in curriculum studies at MSVU,  will offer a session on how to include Holocaust education into classroom programs for those who don’t have experience in doing this.
Suitable for teachers of grades
The SSTA believes in the value of teachers sharing their classroom experiences and best practices with other teachers. We wish to acknowledge this contribution from one of your colleagues. Thanks, Robyn!

B2  First World War Databases:  Making connections with Great War soldiers through primary documents
Michael Wilson, Social Studies Lead Teacher, New Germany Rural High School
This workshop will highlight free databases and resources when teaching about the First World War. These resources allow students to view attestation papers, service files, Commonwealth War Graves files, and Canadian Library and Archive Circumstances of Death records for the First World War. Michael will show educators how to access these and potential lessons using them. “These databases allow me to make teaching the war more personal and gets students to think beyond the war just being about numbers and that it was experienced by individual people. Educators will be able to go away with a collection of easily accessible resources for their classroom that I have used and shared for years. I will also provide them with example lessons they can modify and use in their own classes.”
Applicable for teachers of grade 7-12
The SSTA believes in the value of teachers sharing their classroom experiences and best practices with other teachers. We wish to acknowledge this contribution from one of your colleagues. Thanks, Michael!

B3  Teaching Hamilton, Historical Memory, and Critical Thinking
Dr. Shira Lurie, Saint Mary’s University
This session will discuss using the smash-hit Hamilton: An American Musical to help students critically think about historical memory and national myth-making. We will contemplate how the show reinforces and/or challenges American exceptionalism through its treatment of key issues, like race, slavery, class, immigration, and gender. We will consider how to use a critical reading of these topics in Hamilton to encourage students to think deeply about the narratives that surround them. No rapping is required!
Most applicable for teachers of grades 7-12

B4  Activating an Archive: New Teachers Guides that Link Margaret Perry’s Postwar Nova Scotia Promotional Films to the Social Studies Curriculum
Dr. Jennifer VanderBurg, Saint Mary’s University
This session introduces 4 new teachers guides (Social Studies 8, and 3 at secondary levels) that were created to mark the new, digital release of the career work of Margaret Perry, one of Canada’s most important and prolific early filmmakers and bureaucrats who led the Nova Scotia Film Bureau (1945-1969) and made over 50 films for the Nova Scotia Information Service. Perry’s promotional films depict the Province as a site of tourism, industry, labour, and heritage and are complex artefacts that articulate and reflect understandings of government policies, cultural narratives, as well as Perry’s own perspectives and artistic voice. The guides and films that they refer to are available for classroom use via Nova Scotia Archives’ website: archives.novascotia.ca/perry.
Jennifer VanderBurgh has been working to activate this collection housed at Nova Scotia Archives as part of Archives/Counter-Archives, a pan-Canadian project dedicated to activating and remediating audiovisual heritage created by Indigenous Peoples (First Nations, Métis, Inuit), the Black community and People of Colour, women, LGBT2Q+ and immigrant communities. Her research reframes and animates Perry’s “government films” and encourages us to expand our understandings of their significance as artist-made works and as a complex archive of cultural memory. This session will introduce the Margaret Perry collection, the teacher’s guides, and consider some of the ethical complexities and considerations that are at stake in reviving this collection today and what make this collection such a powerful teaching resource.
Applicable for teachers of Social Studies, History, Geography, Technology Studies, Economics, Citizenship, English, and Media Studies.

B5  Canada’s Participation in the Korean War: Inquiry, Historical Thinking, and Action
Helen Smith MacPhail, Social Studies Educators Network of Canada
Learn about our shared histories and help your students build bridges across Canada and the world through these innovative Korean War inquiries developed by teachers for Canadian classrooms. The inquiries include all of the primary and secondary sources that students need to engage in the compelling questions through a series of formative tasks and include extension ideas to help students take informed action in their own school or community. 
You’ll learn about three inquiries for high school students: 

• Was the Was the Korean War significant for French Canadians? 
• Is peace possible in Korea? 
• Was Canada’s participation in the Korean War successful?

And two inquiries for elementary and middle school students:

• How can I best remember the Korean War?
• What do different stories tell us about the Korean War? 

This project is generously supported by the Korean War Veterans of Canada Association, Senator Yonah Martin, our American partners at the Korean War Legacy Foundation, C3 Teachers (College, Career, Civic Life) and the National Council for the Social Studies in the US. Funding for the authors to travel to this event was provided by the Academy of Korean Studies.
Applicable for teachers of all grades.
Les ressources présentées dans cet atelier sont également disponibles en français. 

B6  The Mi’kmaw Ecological Calendar based on the 13 Moons
Gerald Gloade, Confederacy of Mainland Mi’kmaq and the Mi’kmawey Debert Cultural Centre
We, the Mi’kmaw, observed a 13 month annual calendar, based on the 13 times the Moon travels around the Earth each year. Again, explaining the names of each month by use of the verb based Mi’kmaw language. Each of the months is named after something that goes on in the Environment during that Moon period.
Learn how pattern recognition was the key to pre-contact survival. The movement of the Moon, and its phases, as it circled the Earth as the Earth traveled around the sun on it’s annual journey gave us an everchanging view of the night sky. Using pattern recognition and creating stories of Stars patterns that formed images in the form of Constellations. … These were indicators of time !
Applicable for teachers of all grades.

B7  “Acadian History, Post-Deportation and Resettlement”
Pierette D’Entremont, Le Village Acadien
The tragic story of the Acadian deportation is an important one in the history of Nova Scotia. Lesser known is what happened to the Acadian people after they were forced to leave. Join staff from Le Village Historique Acadien to learn more about the circumstances of the Acadian departure, where they were transported, and how the culture ended up returning to Nova Scotia.
Applicable for teachers of all grades, and may be of particular interest to teachers of grades 5,7, and 11.
Les ressources présentées dans cet atelier sont également disponibles en français.

B8   What does it mean to “think historically”
Dr. Carla Peck, Project Director “Thinking Historically for Canada’s Future”
Many students believe that history is a “done deal” – that what they learn from their textbooks or elsewhere is the definitive answer to “what happened” in the past. Historical thinking provides a framework for helping students move away from this static view of history, by teaching them how to analyze historical evidence in order to develop explanations about people and events from the past – in other words, how to think historically. This workshop will provide practical examples for helping K-12 students engage in sophisticated historical inquiry.
Applicable for teachers of grade P-12

Session C (1:30 p.m. - 2:30 p.m.)

(Max 20 people per workshop, except where otherwise indicated)

C1  Canadas Untold Stories
Bill Greene, Remembering Canada’s Heros
Students and teachers may be interested in some incredible local connections to the Second World War! We describe the importance of Convoys from Halifax in the early days of WW II which British PM David Cameron said "proved absolutely fundamental to Britain's ability to survive as an independent country!" We describe the importance of the Imperial Oil Refinery in Dartmouth which provided Bunker C fuel to 1,000's of Merchant and Warships throughout the War. We describe the "oil crisis" of 1942 when over 100 tankers carrying crude for the Dartmouth Refinery were sunk in the Southwest Atlantic, putting Convoys from Halifax in peril. We explain why there is a school in Authie, France on "rue Pictou" named "L'Ecole Bill Baillie" after Bill Baillie from Pictou, NS. We describe why the nations of Holland, Norway and Denmark have a special feeling about Canada and Nova Scotia. Lastly, we describe how in the Korean War, the PPCLI (Princess Patricia Canadian Light Infantry) defence of the town of Kap'Yong, Korea led to the Chinese decision to enter into Peace Talks which led to a Ceasefire in the Korean War.
Applicable for teachers of grades 8-12

C2  The Heart From Auschwitz - Resistance During The Holocaust
Monique MacLeod, Head of Education, Montreal Holocaust Museum
Develop your students’ empathy with The Heart from Auschwitz pedagogical project and discover the incredible story of an exceptional Holocaust artefact: on the day of her 20th birthday, while she was a prisoner in the Auschwitz concentration camp, Fania received a heart-shaped booklet. Another young woman, Zlatka, had risked her life to make her a birthday present. The Heart from Auschwitz activity studies the historical context in which the Heart was created, while focusing on spiritual resistance during the Holocaust. This in-class project concludes the study of the Holocaust on a positive note as students are invited to make their own version of the heart and to give it to someone in need of an affectionate gesture. In this session, we’ll begin by reviewing best practices for teaching about the Holocaust with younger learners. We’ll also discuss the history of resistance during the Holocaust and explain how the story of the Heart from Auschwitz fits into this history. Teachers will preview all of the materials that are provided for the pedagogical project: a project teaching guide, A Brief History of the Holocaust reference guide, Zlatka’s video testimony, close-up video footage of the original heart, a video tutorial on how to make your own heart, and detailed images of the Heart and its messages - including translations. Teachers will also have the opportunity to make their own heart! The Heart from Auschwitz pedagogical project enables students to engage in dialogue with one another, with the past, with diversity; to practice dialogue through writing and acts of empathy; and to reflect on art as a form of human expression and on its transformative power.
Applicable for teachers of grades 5-8
Les ressources présentées dans cet atelier sont également disponibles en français.

C3  Materials and Insights to Support Teaching about Contemporary Asia/China
Erin Williams, Senior Program Manager, Asia Pacific Foundation of Canada
In late 2022, the Canadian government is expected to release its Indo-Pacific Strategy, a major initiative to signal that Canada recognizes Asia’s growing global importance. To support our students in becoming active global citizens, we will need to help them become familiar with that region’s politics and contemporary histories. In this session, teachers will be introduced to high-quality teaching materials that will support them in doing this, with a particular focus on materials on Chinese history, politics, and society. Links will be made to Nova Scotia’s Grade 12 Global Politics and Global History courses.
Applicable for teachers of grades 9-12

C4  Working With Census Data  (Max Participants: 12)
Dr. Mathew Novak, Saint Mary’s University
The census contains a wealth of information about life in Canada. Everything from languages spoken to household incomes can be found in the census’ rich datasets; however, locating and making sense of this data can be a problem. This workshop provides an overview of where to find census data and what variables it contains. Participants will then use some online interactive tools available to visualize and analyze census variables. Of note are mapping tools that organize the data by various census geographies. Employing these census maps allows users to observe spatial patterns inherent within the social landscapes of Canada.
Applicable for teachers of junior and senior high with great numeracy and cross-curricular links!

C5  It’s not just digging! Archaeology in Nova Scotia
Vanessa Smith, Assistant Curator of Archaeology, Nova Scotia Museum

It’s not just digging! Archaeological work starts well before a shovel goes into the ground and continues after the excavation is finished. In Nova Scotia, archaeologists use a range of techniques to explore evidence of human life in this region and to tell the stories of how people lived in the past. Using examples from real archaeological research, this presentation will discuss the how and the why of archaeology in the province.

Topics will include:

• The archaeological process
• Is it archaeology or palaeontology?
• What to do if you find something that looks old
• What happens to the things archaeologists dig up?

Applicable for teachers of all grades

C6   Atlantic Canadian resources to support student learning about Acadian, African Nova Scotian, Gaelic, and Mi'kmaw cultures,
Dr. Emily McEwan (Bradan Press) & Atlantic Publishers Marketing Association Staff
Teachers are responsible for meeting outcomes that explore Nova Scotia’s Acadian, African Nova Scotian, Gaelic, and Mi'kmaw cultures. In this session, we will review new cultural resources produced here in Atlantic Canada that support teaching for these outcomes, focusing in greater depth on Gaelic culture. We will also review the new provincially and federally-funded Atlantic Books in Classrooms (ABC) website created by the Atlantic Publishers Marketing Association. We demonstrate the website's powerful new search functions, which can help teachers find the best Atlantic Canadian books about Nova Scotia's cultures for their classrooms. We will explore Approved Listed Resources, free online resources supporting ALRs, and brand-new books currently undergoing bias review by the Department of Education.
Most applicable for teachers of grades 7-12
Quelques ressources présentées dans cet atelier sont également disponibles en français.

C7  Who we remember and who is forgotten: An online lesson plan on Historical significance
Kristine Kovacevic, Manager of Interpretation and Visitor Experience, The Canadian Museum of Immigration at Pier 21
How do we decide who is important enough to remember and who is to be forgotten by history? Throughout Canadian history, many immigrants have made their mark. From inventing the telephone to winning an Olympic medal, immigrants have contributed in innumerable ways to life in Canada. But how do we determine who or what is important historically? What is the difference between someone who is famous and someone who is historically important? How do historians decide what is worth remembering? This online lesson plan and activity will challenge students to think critically about how history is recorded, and what it really means to be “historically significant”. Students will be asked to answer these questions by applying their historical thinking skills. In examining the main factors of quantity, profundity and durability, students will be asked to determine why some people are considered important, while others are not. What do students notice that these figures have in common?
Applicable for teachers of grades 9-12
Les ressources présentées dans cet atelier sont également disponibles en français.

C8  EverFi How to Integrate FREE Blended Learning Resources into Nova Scotia's Social Studies Lesson Plans
Melissa Ketch, Implementation Specialist, EverFi Canada
Middle school and high school teachers across Canada are using EVERFI’s free online programs to directly link what students are learning in class to the real world. By placing students in various role-playing scenarios students learn as they engage and answer for themselves the very question that they constantly ask: “Why do I have to learn this?” This session will provide an overview of English and French resources you can use to teach the following topics: Sustainability and Biodiversity, Digital Citizenship, Financial Literacy and Community Engagement. Teachers will leave with FREE access to each curriculum-aligned and self-assessing program, their supplemental resources, and access to the EVERFI Network.
Most applicable for teachers of Grades 7,8,9, subject fit would be Social Studies and Citizenship 9. All are welcome.
Les ressources présentées dans cet atelier sont également disponibles en français.

C9  Voting Rights through Time
Mark Perry, Elections Canada
How inclusive is our democracy? That is the inquiry question students discuss in Voting Rights Through Time, a free and recently updated resource from Elections Canada. In this workshop, you will participate in the student activity to understand this innovative approach to voting history that engages students in historical thinking. You will learn about historical case studies of voting rights since 1867 for First Nations Peoples, Inuit, Japanese Canadians, women and youth. In the activity, your students will read aloud event cards describing historical events, and decide together where to place events on the inclusion to exclusion scale. This hands-on activity is available in English and in French, and can be easily adapted for language learners and younger students. The inquiry-based approach allows you to meet learning goals in history, citizenship and language development. Students of all abilities are included in this activity that emphasizes collaboration, interaction, conversation, and reflection.
Most applicable for teachers of grades 9-12, but adaptable for other grades and subjects.
Les ressources présentées dans cet atelier sont également disponibles en français.

C10  Exploring your community with a walkability audit
Amber Faber, teacher-enseignante, Musquodoboit Rural High School
This workshop introduces teachers to a straightforward unit on ''walkability audits'' and how to use them. The model unit is divided into simple lessons and presented along with suggestions for model texts to jumpstart important community-minded conversations. Following their ongoing initiative for a more pedestrian-friendly neighbourhood, this workshop uses the community of East Preston as a case study. Using the model unit presented, students evaluate examples of other audits and then develop and conduct their own audit in their school community. From there, the possibilities are endless to where their findings might take them! It's a great way to get outside and be active citizens. Come see how it could work in your community!
Applicable for teachers of junior and senior high, citizenship 9, and social studies
The SSTA believes in the value of teachers sharing their classroom experiences and best practices with other teachers. We wish to acknowledge this contribution from one of your colleagues. Thanks, Amber!

C11  From Point A to Point B: a young person’s adventurous and (sometimes) wandering journey to cultural identity development.
Dr. David Bourgeois, Saint Mary’s University
The development of a strong and stable sense of self is widely considered to be one of the central tasks of adolescence. Even though identity development occurs throughout one's lifetime, adolescence is the first time that individuals begin to think about how our identity may affect our lives. During adolescence, we are much more self-conscious about our changing identities than at any other stage in our lives. We will discuss how our cultural identity is an important part of how we see ourselves and how others see us.
Applicable for teachers of adolescent learners

C12  Get Your Game On: Gamify Your Class with Game-Based Learning
Sonya Tancock, Social Studies & English Teacher, West King’s District High School
Who says school can’t be fun?! Learn how you can use games in your classroom to increase engagement, content retention, and a positive classroom environment. Game-based learning uses existing games to facilitate learning, or designs game-like learning activities so that students can engage with the curriculum in a fun, engaging way.
Think of a Classroom that draws on learning experiences through Blooket, Kahoot, March Madness, Escape Rooms, GooseChase & scavenger hunts. Consider incorporating simulations, mock trials, roleplays, improv & story dice. Imagine how you can utilize lego & play doh, board games, and online learning environments like Sim City or Minecraft. This session will explore an abundance of ways to gamify any class from lesson hook, through interactive learning, to content review.
Applicable for teachers of grades 5-12

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