Abstracts
Abstract
The literature recognizes the benefits of teaching with artifacts, but questions about how artifacts might be situated within curricula and with what implications arise. To explore these questions within a settler-colonial context, this study conducted a content analysis of programmatic history curricula in Canada, focusing on teaching the World Wars with artifacts. Informed by an orientation of artifactual literacy and a collaborative research protocol guided by an Indigenous cultural educator, the study found that programmatic curricula call for the use of artifacts but provide a dearth of guidance on how artifacts might be conceptualized or the literacy or pedagogical requirements for making meaning with them. The study recommends that programmatic curricula include teaching and learning with artifacts and do so within a framework that acknowledges artifactual literacies and provides support for the ethical use of artifacts with special attention to responsibilities in a settler-colonial context.
Keywords:
- secondary education,
- history,
- Canada,
- artifactual literacies
Appendices
Bibliography
- Akbulut, M., & Açikalin, M. (2020). Rebuilding the past through dusty stuff: How Turkish students respond to primary source-based social studies education. Journal of International Social Studies, 10(3), 3-39.
- Alberta Education (AlbertaEd). (1985). History (senior high). https://open.alberta.ca/dataset/c16f0756-dc1f-4a5c-9112-15215ad85190/resource/03586c48-7a75-41a4-9a7e-f50454a317f4/download/5490172-1985-history.pdf
- Alberta Education (AlbertaEd). (2005). Social studies kindergarten to grade 12. https://ia801505.us.archive.org/4/items/socialstudiesk2005albe/socialstudiesk2005albe.pdf
- Alberta Education (AlbertaEd). (2007). Roles and mandates policy framework for Alberta’s publicly funded advanced education system. https://open.alberta.ca/dataset/f84f2391-0eda-45d3-a7c6-e19ca51a2d59/resource/1447ca1d-2370-4c2d-a55f-973197985e1b/download/4178234-2007-11-roles-and-mandates.pdf
- Alberta Education (AlbertaEd). (2020a). Government of Alberta. Department of Education. Ministerial order (028/2020). Student learning. An order to adopt or approve goals and standards applicable to the provision of education in Alberta. https://open.alberta.ca/dataset/270e1a34-3338-461d-b761-c761f943fa2d/resource/5a510797-645e-419f-acbd-6a9dfdb41cd0/download/edc-mo-28-2020-student-learning.pdf
- Alberta Education (AlbertaEd). (2020b). Teaching quality standard. Ministerial order #001/2020. https://open.alberta.ca/dataset/14d92858-fec0-449b-a9ad-52c05000b4de/resource/afc2aa25-ea83-4d23-a105-d1d45af9ffad/download/edc-teaching-quality-standard-english-2020.pdf
- Barnatt, J., Winter, M., Norman, V., Baker, D., & Wieczorek, S. (2014). Using cultural artifacts to understand self and other: A global exchange in elementary classrooms. Ohio Social Studies Review, 51(1), 7-17.
- Barton, K. C. (2018). Historical sources in the classroom: Purpose and use. HSSE Online: Research and Practice in Humanities and Social Studies Education, 7(2), 1-11.
- Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Lawrence Erlbaum.
- Bearhead, C. (2018). Their voices will guide us: Student and youth engagement guide. https://www.mmiwg-ffada.ca/publication/their-voices-will-guide-us/
- Belesis, G. (2023). Aesthetic education in developing a historically relevant pedagogy. Journal of Aesthetic Education, 57(2), 112-123.
- Bereczki, E. O. (2016). Mapping creativity in the Hungarian National Core Curriculum: A content analysis of the overall statements of intent, curricular areas and education levels. Curriculum Journal, 27(3), 330-367. https://doi.org/10.1080/09585176.2015.1100546
- Bhabha, H. K. (1994). The location of culture. Routledge.
- Blevins, B., Magill, K., & Salinas, C. (2020). Critical history inquiry: The intersection of ideological clarity and pedagogical content knowledge. Journal of Social Studies Research, 44(1), 35-50.
- Braidotti, R. (2019). A theoretical framework for the critical posthumanities. Theory, Culture & Society, 36(6), 31-61.
- British Columbia Ministry of Education (BCMoE). (1994). Assessment handbook series. Portfolio assessment. https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/pdfs/assessment/performance.pdf
- British Columbia Ministry of Education (BCMoE). (2018a). Area of learning: Explorations in social studies 11. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_11_explorations-in-social-studies_elab.pdf
- British Columbia Ministry of Education (BCMoE). (2018b). Area of learning: Social studies—Francophone history and culture. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_11_francophone-history_elab.pdf
- British Columbia Ministry of Education (BCMoE). (2018c). Area of learning: Social studies—20th century world history. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_20th-century-world-history_elab.pdf
- British Columbia Ministry of Education (BCMoE). (2018d). Area of learning: Social studies—comparative cultures. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_comparative-cultures_elab.pdf
- British Columbia Ministry of Education (BCMoE). (2018e). Area of learning: Social studies—genocide studies. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_12_genocide-studies_elab.pdf
- British Columbia Ministry of Education (BCMoE). (2018f). Area of learning: Social studies- Canada and the world: 1914 to the present. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/social-studies/en_social-studies_10_core.pdf
- British Columbia Teachers' Federation. (2009). Roles and responsibilities of teachers and teacher assistants/education assistants: A BCTF/CUPE joint paper. https://411.cupe.ca/wp-content/blogs.dir/273/2023/07/Roles-and-Responsibilities-Joint-Paper.pdf
- Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652-661. https://doi.org/10.1177/1744987120927206
- Chambers, C. (2012). We are all treaty people: The contemporary countenance of Canadian curriculum studies. In N. Ng-A-Fook & J. Rottman (Eds.), Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives (pp. 22-38). Palgrave Macmillan.
- Cherubini, L. (2020). Teacher candidates’ expectations: Equity education, critical literacy, and Indigenous students’ epistemologies. Journal of Teaching and Learning, 13(2), 1-22. https://doi.org/10.22329/jtl.v13i2.6091
- Cloutier, C., & Ravasi, D. (2021). Using tables to enhance trustworthiness in qualitative research. Strategic Organization, 19(1), 113-133. https://doi.org/10.1177/1476127020979329
- Cowgill II, D. A., & Waring, S. M. (2017). Historical thinking: Analyzing student and teacher ability to analyze sources. Journal of Social Studies Education Research, 8(1), 115-145.
- Deng, Z. (2018). Contemporary curriculum theorizing: Crisis and resolution. Journal of Curriculum Studies, 50(6), 691-710. https://doi.org/10.1080/00220272.2018.1537376
- Department of Education, Culture and Employment - Government of Northwest Territories, Department of Education - Government of Nunavut, & Legacy of Hope Foundation (GNTGTLHF). (2013). Teacher’s guide. The Residential School system in Canada: Understanding the past- seeking reconciliation- building hope for tomorrow (2nd ed.). https://www.ece.gov.nt.ca/sites/ece/files/resources/northern_studies_10_teaching_guide.pdf
- Departments of Education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island. (1999). Foundation for the Atlantic Canada social studies curriculum. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/SocialStudies/SocialStudiesFoundation.pdf
- Dinçer, S. (2018). Content analysis in scientific research: Meta-analysis, meta-synthesis, and descriptive content analysis. Bartın University Journal of Faculty of Education, 7(1), 176-190. https://doi.org/10.14686/buefad.363159
- Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 486-516). Macmillan.
- Edling, S., Sharp, H., Löfström, J., & Ammert, N. (2020). Why is ethics important in history education? A dialogue between the various ways of understanding the relationship between ethics and historical consciousness. Ethics and Education, 15(3), 336-354. https://doi.org/10.1080/17449642.2020.1780899
- Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative content analysis: A focus on trustworthiness. SAGE Open, 4(1).
- Endres, B. (2019). Sacred artefacts: Open access, power, ethics, and reciprocity. In Digitizing medieval manuscripts (pp. 67-82). Arc Humanities Press. https://doi.org/10.2307/j.ctvpb3vr0.8
- Epstein, T., & Peck, C. L. (Eds.). (2017). Teaching and learning difficult histories in international contexts: A critical sociocultural approach (1st ed.). Routledge. https://doi.org/10.4324/9781315203591
- Evans, L., & Davies, K. (2000). No sissy boys here: A content analysis of the representation of masculinity in elementary school reading textbooks. Sex Roles, 42(3-4), 255-270. https://doi.org/10.1023/A:1007043323906
- Evans, C., & Waring, M. (2015). Using an informed understanding of styles to enhance learning and teaching in twenty-first century learning environments. In R. Wegerif, L. Li, & J.C. Kaufman (Eds.), The Routledge international handbook of research on teaching thinking (pp. 137-150). Routledge. https://doi.org/10.4324/9781315797021
- Fallahi, V., & Nya, M. S. (2011). Content analysis of reading and writing textbooks of the primary school of Iran regard in UNICEF’s Decuple Values. Procedia—Social and Behavioral Sciences, 15, 471-474. https://doi.org/10.1016/j.sbspro.2011.03.124
- Ferguson, D. E. (2024). Materialities of progressive curriculum reform: A case study of one kindergarten classroom. Journal of Curriculum Studies, 56(6), 673-691. https://doi.org/10.1080/00220272.2024.2400495
- Garrett, H. J., & Kerr, S. L. (2016). Theorizing the use of aesthetic texts in social studies education. Theory & Research in Social Education, 44(4), 505-531. https://doi.org/10.1080/00933104.2016.1211047
- Geerts, E., & Carstens, D. (2019). Ethico-onto-epistemology. Philosophy Today, 63(4), 915-925. https://doi.org/10.5840/philtoday202019301
- Government of British Columbia (GovBC). (2018). Vision for student success. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/program-management/vision-for-student-success
- Government of British Columbia (GovBC). (2020). Framework for enhancing student learning. https://www2.gov.bc.ca/gov/content/education-training/k-12/administration/legislation-policy/public-schools/framework
- Government of British Columbia (GovBC). (2023). Curriculum overview. https://curriculum.gov.bc.ca/curriculum/overview
- Government of Manitoba. (1995). Senior 4: Western civilization—Historical review of its development (optional). https://www.edu.gov.mb.ca/k12/cur/socstud/overviews/senior4-west.pdf
- Government of Manitoba (GovMB). (2006). Senior 2. Social studies. Geographic issues of the 21st century. Manitoba curriculum framework of outcomes and a foundation for implementation. https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/s2_full_doc.pdf
- Government of Manitoba (GovMB). (2008). Grade 12. World of religions. A Canadian perspective. https://www.edu.gov.mb.ca/k12/docs/support/world_religions/full_doc.pdf
- Government of Manitoba (GovMB). (2014). Grade 11. History of Canada. A foundation for implementation. https://www.edu.gov.mb.ca/k12/cur/socstud/history_gr11/document.pdf
- Government of Manitoba (GovMB). (2015). Grade 12. Cinema as a witness to modern history. A foundation for implementation. https://www.edu.gov.mb.ca/k12/cur/socstud/cinema_gr12/full_doc.pdf
- Government of Manitoba (GovMB). (2021). Residential schools. Resources for educators. https://www.edu.gov.mb.ca/k12/cur/socstud/docs/residential_schools.pdf
- Government of New Brunswick (GovNB). (2012). Modern history 111-112-113 curriculum.
- Government of Newfoundland and Labrador (GovNL). (n.d.). Religious education. https://www.gov.nl.ca/education/k12/curriculum/descriptions/religious-education/
- Government of Saskatchewan Ministry of Education (GSKMoE). (2013). Treaty education outcomes and indicators. Saskatchewan Ministry of Education. https://edusites.uregina.ca/amh846/wp-content/uploads/sites/58/2020/10/Treaty-Education-Outcomes-and-Indicators.pdf
- Gross, M. H. & Terra, L. (2018). What makes difficult history difficult? Phi Delta Kappan, 99(8), 51-56. https://doi.org/10.1177/0031721718775680
- Herman, F., & Tondeur, J. (2021). Untangling the sociomateriality of the classroom: Biographies of school spaces (c. 1960–2014). Oxford Review of Education, 47(5), 681-695. https://doi.org/10.1080/03054985.2021.1924654
- Heydon, R., McKee, L., & Stooke, R. (2022). Children, elders, and materials composing together: A qualitative study of two intergenerational art programs. In P. Crawford & M. Renck-Jalongo (Eds.), Intergenerational bonds: The contributions of older adults to young children’s lives (pp. 269–284). Springer Nature.
- Heydon, R., McTavish, M., & Bainbridge, J. (2022). Constructing meanings: literacy pedagogies K-8 (7th ed.). Nelson/TopHat.
- Kangas, J., Harju-Luukkainen, H., Brotherus, A., Gearon, L. F., & Kuusisto, A. (2022). Outlining play and playful learning in Finland and Brazil: A content analysis of early childhood education policy documents. Contemporary Issues in Early Childhood, 23(2), 153-165. https://doi.org/10.1177/1463949120966104
- Khirfan, L., Peck, M., & Mohtat, N. (2020). Systematic content analysis: A combined method to analyze the literature on the daylighting (de-culverting) of urban streams. MethodsX, 7, 100984. https://doi.org/10.1016/j.mex.2020.100984
- Kleinheksel, A. J., Rockich-Winston, N., Tawfik, H., & Wyatt, T. R. (2020). Demystifying content analysis. American Journal of Pharmaceutical Education, 84(1), Article 7113. https://doi.org/10.5688/ajpe7113
- Krippendorff, K. (2019). Content analysis: An introduction to its methodology (4th ed.). SAGE.
- Liss, A. (2000). Artifactual testimonies and the stagings of Holocaust memory. In S. I. Roger, S. Robsenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 117-133). Rowman & Littlefield.
- Marciano, J. E., & Watson, V. W. M. (2021). “This is America”: Examining artifactual literacies as austere love across contexts of schools and everyday use. The Urban Review, 53, 334-353. https://doi.org/10.1007/s11256-020-00564-0
- Miles, J. (2019). Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian Residential Schools. Theory & Research in Social Education, 47(4), 472-496. https://doi.org/10.1080/00933104.2019.1626783
- Miller, P. N. (2017). Conclusion: Toward a future theory of the historical document. In History and its objects: Antiquarianism and material culture since 1500 (pp. 200-214). Cornell University Press.
- Moffatt, L., Heydon, R., & Iannacci, L. (2019). Helping out, signing up, and sitting down: The cultural production of “read alouds” in three kindergarten classrooms. Journal of Early Childhood Literacy, 19(2), 147-174.
- Moore, N., Coldwell, M., & Perry, E. (2021) Exploring the role of curriculum materials in teacher professional development. Professional Development in Education, 47(2-3), 331-347. https://doi.org/10.1080/19415257.2021.1879230
- Morris, R. V. (2008). The use of artifacts to teach ancient history in the elementary classroom. The International Journal of Social Education, 23(2), 17-26.
- Mpofu, V. (2022). Decolonizing school physics through an indigenous artifact mediated pedagogy. Cultural Studies of Science Education, 17(3), 851-861. https://doi.org/10.1007/s11422-021-10084-2
- Neal, K. B., & Ferns, N. (2022). Primary sources, pedagogy and the politics of tertiary history in Australia. History Australia, 19(2), 363-380. https://doi.org/10.1080/14490854.2022.2048036
- New Brunswick Department of Education (NBDoE). (1998). Canadian history 122. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/SocialStudies/CanadianHistory122.pdf
- New Brunswick Department of Education and Early Childhood Development (NBDoEE). (2019). Canadian identities. Social studies Grade 9. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/SocialStudies/SocialStudies-Grade9.pdf
- Newfoundland and Labrador Department of Education (NLDoE). (2010). Social studies. Newfoundland and Labrador studies 2205. Interim edition. https://www.gov.nl.ca/education/files/k12_curriculum_guides_socialstudies_nl-studies-2205-cg-august-2010.pdf
- Newfoundland and Labrador Department of Education (NLDoE). (2011). Social studies. Grade 9. Interim edition. https://web.archive.org/web/20220117205645/https://www.gov.nl.ca/education/files/k12_curriculum_guides_socialstudies_gr9_socialstudies_guide.pdf
- Northwest Territories Department of Education, Culture and Employment (NTDoECE). (2009). Nationalism in the North: Exploring land claims and treaties with the historical timeline of the Northwest Territories. https://www.ece.gov.nt.ca/sites/ece/files/resources/social_studies_20-1_and_20-2_teacher_resource.pdf
- Northwest Territories Department of Education, Culture and Employment (NTDoECE). (2011). Educating all our children: Procedures, roles and responsibilities for student assessment, evaluation and reporting. https://www.ece.gov.nt.ca/sites/ece/files/resources/student_assessment_evaluation_and_reporting_saer_procedures.pdf
- Northwest Territories Department of Education, Culture and Employment (NTDoECE). (2015). Northern studies 10. Northern homeland. https://www.ece.gov.nt.ca/sites/ece/files/resources/northern_studies_10_curriculum.pdf
- Nova Scotia Department of Education and Early Childhood Development (NSDoE). (2015a). Canadian history 11. Outcomes. https://curriculum.novascotia.ca/sites/default/files/documents/outcomes-indicators-files/Canadian%20History%2011%20Outcomes%20%282015%29.pdf
- Nova Scotia Department of Education and Early Childhood Development (NSDoE). (2015b). Global history 12 / advanced global history 12. Outcomes. https://curriculum.novascotia.ca/sites/default/files/documents/outcomes-indicators-files/Global%20History%2012%20Outcomes%20%282015%29.pdf
- Nova Scotia Department of Education and Early Childhood Development (NSDoE). (2015c). History 10. Outcomes. https://curriculum.novascotia.ca/sites/default/files/documents/outcomes-indicators-files/History%2010%20Outcomes%20%282015%29.pdf
- Nova Scotia Department of Education and Early Childhood Development (NSDoE). (2020a). Assessment, instruction, and feedback for learning. https://web.archive.org/web/20210919090246/https://curriculum.novascotia.ca/sites/default/files/documents/resource-files/Assessment%20Instruction%20and%20Feedback%20for%20Learning.pdf
- Nova Scotia Department of Education and Early Childhood Development (NSDoE). (2020b). Canadian history studies 11. Foundational outcomes. https://curriculum.novascotia.ca/sites/default/files/documents/outcomes-indicators-files/Canadian%20History%20Studies%2011%20Foundational%20Outcomes.pdf
- Nova Scotia Department of Education and Early Childhood Development (NSDoE). (2020c). Global history 12. Foundational outcomes. https://curriculum.novascotia.ca/sites/default/files/documents/outcomes-indicators-files/Global%20History%2012%20Foundational%20Outcomes.pdf
- Nova Scotia Department of Education and Early Childhood Development (NSDoE). (2021). Supporting inclusive and engaging learning. https://curriculum.novascotia.ca/sites/default/files/documents/resource-files/Supporting%20Inclusive%20and%20Engaging%20Learning%20(2022).pdf
- Ontario Ministry of Education (OME). (2007). Ontario First Nation, Métis, and Inuit education policy framework. https://files.ontario.ca/edu-ontario-first-nation-metis-inuit-education-policy-framework-2007-en-2021-10-29.pdf
- Ontario Ministry of Education (OME). (2010). Growing success: Assessment, evaluation and reporting in Ontario schools. First edition, covering grades 1 to 12. http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
- Ontario Ministry of Education (OME). (2013a). Learning for all. A guide to effective assessment for all students, kindergarten to grade 12. https://files.ontario.ca/edu-learning-for-all-2013-en-2022-01-28.pdf
- Ontario Ministry of Education (OME). (2013b). The Ontario curriculum grades 9 to 12. Social sciences and humanities. http://www.edu.gov.on.ca/eng/curriculum/secondary/ssciences9to122013.pdf
- Ontario Ministry of Education (OME). (2014). Implementation plan. Ontario First Nation, Métis, and Inuit education policy framework. https://files.ontario.ca/edu-implementation-plan-ontario-first-nation-metis-inuit-education-policy-framework-2014-en-2021-10-29.pdf
- Ontario Ministry of Education (OME). (2015). The Ontario curriculum grades 11 and 12. Canadian and world studies. http://www.edu.gov.on.ca/eng/curriculum/secondary/2015cws11and12.pdf
- Ontario Ministry of Education (OME). (2018). The Ontario curriculum grades 9 and 10. Canadian and world studies. http://www.edu.gov.on.ca/eng/curriculum/secondary/canworld910curr2018.pdf
- Ontario Ministry of Education (OME). (2019). The Ontario curriculum grades 9 to 12. First Nations, Métis, and Inuit studies. http://www.edu.gov.on.ca/eng/curriculum/secondary/First-nations-metis-inuit-studies-grades-9-12.pdf
- Ontario Ministry of Education (OME). (2020a). The First Nations and treaties map of Ontario as an instructional resource. An educator’s guide. http://www.edu.gov.on.ca/eng/indigenous/the-first-nations-and-treaties-map-of-ontario.pdf
- Ontario Ministry of Education (OME). (2020b). Grades 9 to 12: Scope and sequence of expectations relating to treaties and land claims. https://www.edu.gov.on.ca/eng/curriculum/secondary/treaties-and-land-claims-secondary.pdf
- Pahl, K. H., & Rowsell, J. (2010). Conceptualizing artifactual literacies: A framework. In Artifactual literacies. Every object tells a story (pp. 1-13). Teachers College Press.
- Pahl, K., & Rowsell, J. (2011). Artifactual Critical Literacy: A new perspective for literacy education. Berkeley Review of Education, 2(2), 129-151. https://doi.org/10.5070/B82110050
- Pahl, K. H., & Rowsell, J. (2014). Artifactual literacies. In P. Albers, T. Holbrook, & A. Flint (Eds.), New methods of literacy research (pp. 163-176). Routledge.
- Peltier, S. (2016). Demonstrating Anishinaabe storywork circle pedagogy: Creating conceptual space for ecological relational knowledge in the classroom [Doctoral dissertation, Laurentian University]. Electronic Theses and Dissertations (ETD) Repository
- Prince Edward Island Department of Education (PEIDoE). (2007). Social studies curriculum. Canadian studies. CAS401A. https://www.princeedwardisland.ca/sites/default/files/publications/eelc_cas401a.pdf
- Prince Edward Island Department of Education (PEIDoE). (2008). Evaluation and selection of learning resources: A guide. https://www.princeedwardisland.ca/sites/default/files/publications/eelc_learning_resources_guide.pdf
- Prince Edward Island Department of Education (PEIDoE). (2010). Prince Edward Island social studies curriculum. Social studies. History 621A. Canadian history. https://www.princeedwardisland.ca/sites/default/files/publications/eelc_his621a.pdf
- Prince Edward Island Department of Education (PEIDoE). (2011). Prince Edward Island social studies curriculum. Social studies. History 621B. Prince Edward Island history. https://www.princeedwardisland.ca/sites/default/files/publications/eelc_his621b.pdf
- Prince Edward Island Department of Education (PEIDoE). (2015). Prince Edward Island social studies curriculum. Social studies. Grade 9. Interdependence: Atlantic Canada in the global community. https://www.princeedwardisland.ca/sites/default/files/publications/eelc_socialstudies_9.pdf
- Québec Ministry of Education (QCMoE). (n.d.). Contemporary world. https://cdn-contenu.quebec.ca/cdn-contenu/education/pfeq/secondaire/programmes/PFEQ-monde-contemporain-4-unites-secondaire-AN.pdf
- Québec Ministry of Education (QCMoE). (n.d.a). History and citizenship education. https://cdn-contenu.quebec.ca/cdn-contenu/education/pfeq/secondaire/programmes/PFEQ-histoire-education-citoyennete-secondaire-AN.pdf
- Québec Ministry of Education (QCMoE). (2004). Québec education program. Secondary school education, cycle one. https://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/qepsecfirstcycle.pdf
- Québec Ministry of Education (QCMoE). (2007). Chapter 4 subject areas. Québec education program. Secondary cycle two. https://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/4_QEP_Chap04.pdf
- Québec Ministry of Education and Higher Education (QCMoEHE). (n.d.b). Framework for the evaluation of learning: History of Québec and Canada, cycle two, secondary III and IV. https://cdn-contenu.quebec.ca/cdn-contenu/education/pfeq/cadres-evaluation/secondaire/anglais/PFEQ-cadre-evaluation-histoire-quebec-canada-secondaire-AN.pdf
- Québec Ministry of Education and Higher Education (QCMoEHE). (2017a). Contemporary world: Two credits. https://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/Monde-contemporain_programme_2credits_en.pdf
- Québec Ministry of Education and Higher Education (QCMoEHE). (2017b). History of Québec and Canada, secondary III and IV. https://cdn-contenu.quebec.ca/cdn-contenu/education/pfeq/secondaire/programmes/PFEQ-histoire-quebec-canada-secondaire-AN.pdf
- Québec Ministry of Education and Higher Education (QCMoEHE). (2018). Framework for the evaluation of learning: History and citizenship education, cycle one, secondary I and II. https://cdn-contenu.quebec.ca/cdn-contenu/education/pfeq/cadres-evaluation/secondaire/anglais/PFEQ-cadre-evaluation-histoire-education-citoyennete-AN.pdf
- Québec Ministry of Education, Recreation and Sports (QCMoERS). (2010). Framework for the evaluation of learning: Contemporary world, secondary school, cycle two. https://collections.banq.qc.ca/ark:/52327/bs1999925
- Québec Ministry of Education, Recreation and Sports (QCMoERS). (2014a). Framework for the evaluation of learning: History of the 20th century, secondary school, cycle two. https://cdn-contenu.quebec.ca/cdn-contenu/education/pfeq/cadres-evaluation/secondaire/anglais/PFEQ-cadre-evaluation-histoire-20e-siecle-secondaire-AN.pdf
- Québec Ministry of Education, Recreation and Sports (QCMoERS). (2014b). History of the 20th century. https://cdn-contenu.quebec.ca/cdn-contenu/education/pfeq/secondaire/programmes/PFEQ-histoire-20e-siecle-secondaire-AN.pdf
- Rose, J. (2016). Interpreting difficult history at museums and historic sites. Rowman & Littlefield.
- Rosen, R.L., Meuwissen, K.W., Jones, M.C, & Lagasse, J.M. (2022). Representing difficulty history through images and narratives with museum partners: Learning and teaching at the 9/11 memorial & museum. In L. McArthur Harris, M. Sheppard, & S.A. Levy (Eds.), Teaching difficult histories in difficult times: Stories of practice (pp. 15-27). Teachers College Press.
- Saskatchewan Education (SKEd). (1992a). History 10. Social organizations. A curriculum guide. https://curriculum.gov.sk.ca/CurriculumFile?id=186
- Saskatchewan Education (SKEd). (1992b). Native studies: A curriculum guide for grade 11. International Indigenous issues. https://curriculum.gov.sk.ca/CurriculumFile?id=180
- Saskatchewan Education (SKEd). (1992c). Social studies 10: Social organizations. A curriculum guide. https://curriculum.gov.sk.ca/CurriculumFile?id=173
- Saskatchewan Education (SKEd). (1994a). History 20. World issues. A curriculum guide. https://curriculum.gov.sk.ca/CurriculumFile?id=185
- Saskatchewan Education (SKEd). (1994b). Social studies 20: World issues, a curriculum guide. https://curriculum.gov.sk.ca/CurriculumFile?id=174
- Saskatchewan Education (SKEd). (1997a). History 30: Canadian studies, curriculum guide. https://curriculum.gov.sk.ca/CurriculumFile?id=182
- Saskatchewan Education (SKEd). (1997b). Native studies 30: Canadian studies, curriculum guide. https://curriculum.gov.sk.ca/CurriculumFile?id=181
- Saskatchewan Education (SKEd). (1997c). Social studies 30: Canadian studies, curriculum guide. https://curriculum.gov.sk.ca/CurriculumFile?id=175
- Saskatchewan Education (SKEd). (2002). Native studies: A curriculum guide for grade 10, societal structures of Indian, Métis, and Inuit Peoples. https://curriculum.gov.sk.ca/CurriculumFile?id=179
- Saunders, N. J. (Ed.). (2004). Matters of conflict: Material culture, memory and the First World War. Routledge.
- Schwab, J. J. (1973). The practical 3: Translation into curriculum. School Review, 81(4), 501-522. https://doi.org/10.1086/443100
- Seixas, P., & Morton, T. (2013). The big six: Historical thinking concepts. Nelson.
- Seixas, P., & Peck, C. (2004). Teaching historical thinking. In A. Sears & I. Wright (Eds.), Challenges and prospects for Canadian social studies (pp. 109-117). Pacific Educational Press.
- Simon, R. I., & Armitage-Simon, W. (1995). Teaching risky stories: Remembering mass destruction through children’s literature. English Quarterly, 28(1), 27-31.
- Simon, R. I., & Eppert, C. (1997). Remembering obligation: Pedagogy and the witnessing of testimony of historical trauma. Canadian Journal of Education / Revue Canadienne de l’éducation, 22(2), 175-191. https://doi.org/10.2307/1585906
- Tran, D., & O’Connor, B. R. (2024). Teacher curriculum competence: How teachers act in curriculum making. Journal of Curriculum Studies, 56(1), 1-16. https://doi.org/10.1080/00220272.2023.2271541
- Tronsmo, E., & Nerland, M. (2018). Local curriculum development as object construction: A sociomaterial analysis. Teaching and Teacher Education, 72, 33-43. https://doi.org/10.1016/j.tate.2018.02.008
- Truth and Reconciliation Commission of Canada (TRC). (2015). Truth and Reconciliation Commission of Canada: Calls to action. http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf
- United Nations. (2007). United Nations declaration on the rights of Indigenous peoples. https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf
- Utami, N. W., Sayuti, S. A., & Jailani, J. (2021). Indigenous artifacts from remote areas, used to design a lesson plan for preservice math teachers regarding sustainable education. Heliyon, 7(3), e06417. https://doi.org/10.1016/j.heliyon.2021.e06417
- Valencia-Svensson, L. (2019). Who is telling whose story, to whom, and why? https://www.documentary.org/online-feature/who-telling-whose-story-whom-and-why
- VanSledright, B. A. (2004). What does it mean to teach historically and how do you teach it? Social Education, 68(3), 230-233.
- Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652-661. https://doi.org/10.1177/1744987120927206
- Waring, S. M., & Scheiner-Fisher, C. (2014). Using SOURCES to allow digital natives to explore the Lewis and Clark expedition: The authors discuss use of the SOURCES framework to promote authentic learning experiences in a social studies classroom. Middle School Journal, 45(4), 3-12. https://doi.org/10.1080/00940771.2014.11461891
- Wartime Canada. (2024). Wartime Canada. A window into the Canadian experience during the world wars. https://wartimecanada.ca/
- Wolfe, P. (2006). Settler colonialism and the elimination of the native. Journal of Genocide Research, 8(4), 387-409. https://doi.org/10.1080/14623520601056240