Meaningful Learning
with Dr. Samantha Cutrara
History Education Strategist Dr. Samantha Cutrara's "Pandemic Pedagogy" series talking with with historians, history teachers, and others in the heritage field about teaching history during and after COVID-19. Also find academic conference presentations from 2016-2020. For more information visit www.SamanthaCutrara.com
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Interested in incorporating some spooky history into your Canadian history teaching?  The University of Manitoba Archives & Special Collections has a collection on paranormal research. In this conversation, I talk to archivist Brian Hubner about the…

Interested in incorporating some spooky history into your Canadian history teaching?  Dr. Adam Montgomery (Canadian Cemetary History) shows how a gravestone can lead to a paper trail of research where we can learn more about life and death in the 19th…

Interested in incorporating some spooky history into your history teaching?  Historical archaeologist Robyn Lacy discusses burial practices of puritans such as Samuel Sewall of Boston, by using diaries to understand more about the role of death and…

Interested in incorporating some spooky history into your Canadian history teaching?  Kat MacDonald brings her interest and expertise in dark tourism to talk about bringing in spirits to our history education may humanize the past even more for…

Interested in incorporating some spooky history into your Canadian history teaching? So often we hear standard ghost stories but rarely have we heard about the stories BEHIND the ghost stories. Historian and Winnipeg Ghost Walk founder Matthew Komus…

Mondays are meaningful and my new book is OUT! Get your copy of Transforming the Canadian History Classroom: Imagining a New ‘We’ today. In this Monday reflection video I announce the teachers’ book club guide and share how excited I am about this…

Co-creators of the forthcoming “Denison Ave” graphic novella (and the current Instagram posts to promote this work), Christina Wong & Daniel Innes, talk about their process of capturing loss, place, and history by artistically translating experience…

Eisner-nominated cartoonist Scott Chantler talks about his new book Bix, which follows the life of 1920s jazz legend Bix Beiderbecke. Scott and I talk about the movement and characterization of the story and illustration, and the ways he has been able…

Co-creators of the “Group of 7” comic book series, Chris Sanagan and Jason Lapidus, talk about the combination of history and imagination that defines the Group of 7 series and the ways we can all lean into the past more by exploring its imaginative…

Dr. Julian Chambliss and I talk about the speculative possibilities of art in thinking about climate change and injustice. We discuss his work on “Future Bear” with artist and professor Rachel Simmons and also the Gus Henderson comic strip featuring…

How do we teach about anti-Semitism in Canada? Jamie Michaels’ graphic novel “Christie Pits” tells a fictionalized story about the real anti-Semitic race riot in Toronto in 1933 – the largest race riot in Canada’s history. In our conversation, Jamie…

Professor Dr. Walter Greason is thinking of turning Dr. Afua Cooper’s book ‘The Hanging of Angelique’ into a graphic novel. In our conversation, we talk about this work as well as Dr. Greason’s other work combining history, economics, and graphics…

How do we teach history during COVID-19? Medical historian Dr. Chris Rutty talks about how understanding medical history can help us make sense of our current pandemic. How do we understand similarities and differences? How we make sense of the…

Enjoy this reading from the introduction of Transforming the Canadian History Classroom: Imagining a New ‘We’ by Dr. Samantha Cutrara.
We are all our history. Yet in Canadian classrooms, students are often left questioning how they can study a past…

Join me and YA author Rob Shapiro as we talk about his new fantasy novel The Book of Sam and make the connections between fantasy writing and the teaching of history.
We also talk about Blair Witch Project, Paul Bunyan, and the Spice Girls (of…

Dr. Francesca D’Amico-Cuthbert introduces the primary (and secondary) source “”Nothin’ At All,” a hip hop track by Maestro Fresh Wes released on his 1991 album, and discusses how rap provides a counternarrative to mainstream history that students can…

Dr. Jordan Stanger-Ross introduces a “Letter of Protest” primary source, which was a letter written by Mrs. Aya Suzuki in 1944 to the Canadian government protesting the unlawful sale of land and property owned by herself and other Japanese-Canadians….

Join me and Patrick Hunter, the Ojibwe artist behind this year’s Orange Shirt Society #OrangeShirtDay t-shirt, as we talk about Orange Shirt day and the teaching and learning behind it.   
#WeWearOrange  
Orange Shirt Day began in Williams Lake in…

What can a source like a school newspaper teach us about the Spanish Flu? 
Historian Sandy Barron talks about The Echo, a student-run newsletter from The Manitoba School for the Deaf and highlights the ways the Flu intersected with the lives of…

How can we broaden the ways we use newspapers to teach about the past? Dr. Dan Horner talks about a 19th century newspaper how we can read it to understand life, laws, and colonialism in ways we might not have otherwise.  
See the source here:…

Many teachers have used the WE Charity to support students’ social justice efforts, but this work has proven problematic. June Findlay shares her research on “charitainment” and the WE charity, and discusses the attributes teachers and students should…

Dr. Rebecca Beausaert talks about  “War Breads” cook book from 1918 and how it helps us understand the work, and desire, of “home front soldiers” to make a difference to the war effort.  
Through this discussion, we are able to model how historians…

Dr. Andrea Eidinger talks about “A Treasure for my Daughter” cook book from 1950 and how it helps us understand the ways a Jewish Canadian identity was crafted through food and tradition in the era of post-WW2 domesticity. 
Through this discussion, we…

How do we teach history during COVID-19? Governor General award winning history teacher Diane Vautour talks about how this moment can teach us, and our students, how life goes on during big global events and how people can become change makers.  …

How do we teach history during COVID-19? Historian and antiracist education specialist Dr. Tim Stanley talks about the material connections we share with people all over the world, and that focusing on these connections can create better conditions…

How do we teach history during COVID-19? History and drama teacher Leanne Young talks about how this moment provides a personal experience for students to work through, and that being a “life preserver” for helping students understand this moment, and…

How do we teach history during COVID- 19? Historian and former social studies teacher Dr. Bonnie Laughlin-Schultz talks about how much she is thinking of historical evidence during this time: what we have and what we’re missing. This has prompted more…

How do we teach history during COVID-19? High school history teacher Melanie Williams says that we can teach history differently after this moment, but only if we are willing to change and broaden our stories.
Learn about the Pandemic Pedagogy series…

How do we teach history during COVID- 19? Public historian Adam Bunch highlights how COVID and Black Lives Matter shows us how history is something that’s deeply important and happening all the time.
Learn about the Pandemic Pedagogy series on the…

How do we teach history during COVID-19? Social Studies teacher educator Dr. Casey Burkholder emphasizes the importance of connecting activism with social studies to make change and develop more equity in our communities.
Learn about the Pandemic…

How do we teach history during COVID-19? Doctoral Candidate Mark Currie discusses the links between anti-racist geographies and teaching and learning history, and argues that these links can help us think about how we enact historical exclusions and…

How do we teach history during COVID-19? Social Studies teacher educator Dr. Kristen Duncan (Clemson University) discusses how the grassroots Black Lives Matter movement can introduce to students how all people can make change and that teaching these…

How do we teach history during COVID? Digital historian and podcaster Dr. Julian Chambliss uses the commemoration of Juneteenth to talk about the promise of freedom deferred and that the social movements for greater equity happening during COVID…

How do we teach history during COVID-19? Historian and Black Canadian history education expert Natasha Henry talks about how the pandemic has exacerbated long standing issues of preservation and curriculum inclusion related to the experiences and…

How do we teach history during COVID-19? Elementary school teacher Reshma Konstantinova (OCT) talks about making her teaching more impactful and meaningful for her grade 2 students, especially through her Asian Heritage Month Choices Board.
Learn…

How do we teach history during COVID-19? History teacher educator Edmund Sosu (University of Newcastle, Australia), discusses the importance of using history to transform students to become moral agents in a world fraught with conspiracy theories….

How do we teach history during COVID-19? Environmental and digital historian Dr. Sean Kheraj (York University) discusses how there are some good things to hold onto post-emergency online teaching and that a greater investment in thinking about these…

How do we teach history during COVID-19? Digital content creator and #twitterstorian John Heckman, The Tattooed Historian, hopes for a “creative boom” in history during and after the pandemic because historians and historic sites had to engage in the…

How do we teach history during COVID-19? Francophone social studies teacher educator Dr. Marie-Hélène Brunet (University of Ottawa) discusses the importance of exploring the ways gender is built into the symbols and narratives we use to make sense of…

How do we teach history during COVID-19? High school history teacher Ian Duncan talks about how COVID is providing teachers an opportunity to break the chains of their own practice and listen to their students more.
Learn about the Pandemic Pedagogy…

How do we teach history during COVID-19? History teacher Nicole Ridley talks about her pandemic research project on women in the American West and how it will shape her teaching practice once she gets back in the classroom.
Learn about the Pandemic…

How do we teach history during COVID-19? Historian and archivist Dr. Sarah Glassford (University of Windsor) talks about how the past can teach us how both anxiety and joy can exist at once.
Learn about the Pandemic Pedagogy series on the Imagining a…

How do we teach history during COVID-19? Historian and women’s studies professor Dr. Funké Aladejebi (University of New Brunswick) discusses how Afro-centric approaches to learning can help up revalue community and participate in greater social action…

How do we teach history during COVID-19? Founder of The Slave Dwelling Project, Joseph McGill Jr., talks about the opportunities for museums ‘to do the right thing’ and redevelop their interpretation to be more inclusive of all the lives who were…

How do we teach history during COVID-19? Senior archivist Adam Birrell (Archives of Ontario, The ArQuives, Thornhill Archives) discusses the types of records we are collecting during the pandemic and how this collection is different than collecting…

How do we teach history during COVID-19? Critical disabilities historian Dr. Geoffrey Reaume (York University) discusses the importance of understanding vulnerability, access, and accommodations through a critical disabilities studies lens during and…

How do we teach history during COVID-19? American social studies teacher educators Dr. Andrea Hawkman (Utah State University) & Dr. Sarah Shear (University of Washington-Bothell) talk about their new co-edited collection on whiteness in social studies…

How do we teach history during COVID-19? Former high school history teacher and history teacher educator Aaron Stout (University of Lethbridge) discuss the importance of remembering that history is made and written by people. How can we “breath with”…

How do we teach history during COVID-19? GG award-winning teacher Katy Whitfield and I talk about how we can invite an historical analysis of this moment by looking closer at our homes, communities, and connections to others.
Learn about the Pandemic…

How do we teach history during COVID-19? American social studies teacher educator Dr. John Bickford III (Eastern Illinois University) discuss the problems of the “democratization of knowledge” during this time and how an interdisciplinary social…

How do we teach history during COVID-19? Oral history expert and historian of education, Dr. Kristina Llewellyn (Renison University College) has used the pandemic to remind her of the power of active and mindful history education practices, such as…

How do we teach history during COVID-19? Executive Director of the ‘Toronto’s First Post Office museum, Kat Akerfeldt, discusses how during the pandemic their small museum is thinking about both programming and narratives. This can shape what is…

How do we teach history during COVID-19? Historian, history professor, and history Renaissance woman, Dr. Andrea Eidinger (Unwritten Histories) talk about the “truth” of Canadian history: we’ve always been diverse and that everyone’s story is…

How do we teach history during COVID-19? History professor and history consultant Dr. Nathan Smith (Applied History) and I talk how this moment allows us to reaffirm to our students about how the structures of our country and government function work…

How do we teach history during COVID-19? Archivist and comic book writer Chris Sanagan (Group of 7) asks us to think about the amount (and value!) of the records we are creating during the pandemic. We also talk about the role of art in finding hope…

How do we teach history during COVID-19? Historian Dr. Sean Carleton (University of Manitoba) reminds us that colonialism doesn’t stop because COVID-19 has started. How can we ensure we are prioritizing nation-to-nation relationships during, and…

How do we teach history during COVID-19? Veteran History and Social Studies teacher, Jan Haskings-Winner discusses how we shouldn’t be quick to determine historical significance and that we should always ground our teaching with current events.
Learn…

How do we teach history during COVID-19? Historian Dr. Mary Chaktsiris (McMaster/eCampusOntario) discusses how sharing the spotlight in our teaching with students will make for a smoother transition to online teaching.
Learn about the Pandemic…

A conversation with retired history teacher Neil Orford about how Defining Moments Canada resources on the Spanish Flu can be a way to historicize this pandemic moment.
Learn about the Pandemic Pedagogy series on the Imagining a New ‘We’ video series,…

Samantha Cutrara. (April 2019). Accountable to the Past, Accountable for the Present: A theoretical discussion related to the Canadian history curriculum. American Association for the Advancement of Curriculum Studies biannual conference. OISE/UT,…

Samantha Cutrara. (April 2019). Students’ desires for connected, complex national histories: Developing a new “we” – A view from Canada. American Educational Research Association. Toronto, Ontario.
www.SamanthaCutrara.com

Samantha Cutrara. (May 2018). Travel, Displacement, Place, and Identity: Exploring archival stories through Digital Humanities and Social Sciences. Canadian Society for the Study in Education. University of Regina, Regina, Saskatchewan….

Samantha Cutrara. (May 2018). Feminist Interventions: Engaging in Critical Archival Research. Women’s and Gender Studies Et Recherches Féministes association. University of Regina, Regina, Saskatchewan.
www.SamanthaCutrara.com

Samantha Cutrara and Mary Chaktsiris. (May 2018). Doing and Designing Digital Humanities and Social Sciences: Best practices for higher education course and assessment design. Canadian Society for the Study in Education. University of Regina, Regina,…

Mary Chaktsiris and Samantha Cutrara. (May 2018). Digital History in the Classroom: Possibilities and limitations. Canadian History Association. University of Regina, Regina, Saskatchewan.
www.SamanthaCutrara.com

Samantha Cutrara and Anna St. Onge. (May 2018). Cultivating a Shared Community of Practice: Intra-campus collaboration for teaching and learning in the Digital Humanities and Social Sciences. Canadian Society for the Study in Higher Education….

Samantha Cutrara. (May 2017). Metanarratives of Confederation: The lessons of “big history” as told through children’s non-fiction. Canadian History Association. Ryerson University, Toronto, Ontario. 
www.SamanthaCutrara.com

Samantha Cutrara. (May 2017). Canadian Youth as Transnational Youth. Canadian Sociological Association. Ryerson University, Toronto, Ontario.
www.SamanthaCutrara.com

Samantha Cutrara. (May 2017). Curricular Roles: Neoliberal interactions in/of education. Canadian Society for the Study in Education. Ryerson University, Toronto, Ontario.
www.SamanthaCutrara.com

Samantha Cutrara. (May 2017). Teaching Canadian History to the Others in the Room. Canadian Society for the Study in Education. Ryerson University, Toronto, Ontario.
www.SamanthaCutrara.com

Samantha Cutrara. (February 2017). Resistance as Negotiation: New perspectives on misbehaviour in the national history classroom. Provoking Curriculum. McGill University, Montreal, Canada.
www.SamanthaCutrara.com

Samantha Cutrara. (October 2016). Emotion, Commemoration, and Feeling That You Are Part of the Nation: The importance of acknowledging self and culture when teaching, learning, and celebrating national history. Canadian History of Education…

Samantha Cutrara. (October 2016). Young People’s Desires for Connection and Complexity in Teaching and Learning Canadian History: Thoughts on the “drag and drop approach” to Black Canadian History. Canadian History of Education Association. Waterloo,…

Samantha Cutrara. (May 2016). Poststructural Interruptions: Using women’s stories to challenge national narratives in high school history classrooms. Women’s and Gender Studies Et Recherches Féministes association. University of Calgary, Calgary,…

Samantha Cutrara. (May 2016). Imagining a New ‘We’: Students’ complex connections when learning Canadian history. Canadian Society for the Study in Education. University of Calgary, Calgary, Alberta.
www.SamanthaCutrara.com

Samantha Cutrara. (May 2019). Black Youth and the Culture of Resistance in a Canadian History Classroom. Youngsters biannual conference. Ryerson University, Toronto, Ontario.
www.SamanthaCutrara.com