Posts com a Tag ‘História do Canadá’
Canada Revisited 8: Confederation, The Development of Western Canada, A Changing Society – ARNOLD et al (CSS)
ARNOLD, Phyllis A.; CLARK, Penney; WESTERLUND, Ken. Canada Revisited 8: Confederation, The Development of Western Canada, A Changing Society. Arnold Publishing: Edmonton, 2000. 392p. DEIR, Elspeth; FIELDING, John; ADAMS, George; BRUNE, Nick; GRANT, Brune; GRANT, Peter; ABRAM, Stephanie Smith; WHITE, Carol. Canada: The Story of a Developing Nation. Toronto: McGraw-Hill Ryerson, 2000. 376p. Resenha de: GLASSFORD, Larry A.. Canadian Social Studies, v.38, n.2, p., 2004.
What is the purpose of a history textbook in 2003? Is it yesterday’s learning tool, the pedagogical equivalent of spats and buggy whips – hopelessly out of fashion, and no longer very useful? Has the computer, with its CDs, DVDs and program software, plus the Internet with its virtually limitless websites and e-mail possibilities, rendered book learning obsolete? Only if teachers and students lack flexibility and imagination. Having access to an attractive, informative and challenging print resource does not exclude any of the electronic learning possibilities. The two are compatible, even complementary. If the roles were reversed, computers were the traditional technology, and books had just been invented, imagine the excitement. For that matter, imagine the advertising: So durable, so compact, so interactive, so cost-effective, so easy to use. Put one of these new lightweight ‘books’ in your child’s hands, and watch the learning curve rise. Beg, borrow or buy one NOW. Use books every day! Little more than a decade ago, history textbooks aimed at the senior elementary/junior high school market were still largely dependent upon traditional print communication – black-ink words on a white page – to convey a mass of factual information to students. Accompanying illustrations, be they photographs, diagrams, charts or cartoons, were usually black and white, too. Authors considered themselves lucky to be allotted one accent colour – blue, say, or red – to add a bit of variety, and serve as a means to emphasize key points. Such books were essentially narrative texts, with periodic breaks for the usual questions of recall or comprehension, perhaps supplemented by a few suggested learning activities of a higher order.
Nowadays, history textbooks for this age bracket have a dramatically different look. Bigger, bolder, and brighter, they are awash in colour. Marginal notations, boxed vignettes, captioned illustrations and full-colour charts augment, perhaps even interrupt, the flow of the central narrative, which is purposely kept short with frequent headings and sub-headings. It is as though the original designers of USA Today have been at work, creating a new kind of textbook for students who do not particularly like to read. The end result is a visually appealing book, though, and one that invites pupil browsing.
The two textbooks covered in this review are similar in many ways. While Arnold Publishing was a pioneer in Canada of the more visually oriented textbook, the Ontario publishers such as McGraw-Hill Ryerson soon caught on, and there is now little to distinguish the two on this score. Both of these books are clearly aimed at the Ontario Grade 8 history course, which covers Canadian history from the 1860s to the 1910s. To be absolutely clear to potential buyers, the Arnold book deliberately lists the three prescribed topics from the Ontario guidelines in its sub-title, namely Confederation, The Development of Western Canada, and A Changing Society. The McGraw-Hill Ryerson book, by contrast, is content to make those three topics the basis of the three main units prominently listed in its Table of Contents. Both books have received approval from the Ontario Ministry for this grade and course.
Following the lead of the Ontario curriculum document, the two books focus on comprehension of material over rote recall, and provide frequent suggestions for learning activities by which the students will demonstrate their mastery of the content. For the topic of Confederation, the McGraw-Hill Ryerson text suggests that students design a poster either supporting or opposing Confederation (p. 97). Under the same topic, the Arnold text invites students to create a series of diary entries that might have been written by John A. Macdonald (p. 115). In each case, the learning task would require students to take information provided by the textbook and communicate it in a new way.
Similarly, the two textbooks overtly provide opportunities for students to practise and acquire key skills in the areas of inquiry research, critical thinking and communication. For example, as part of a chapter on the National Policy, 1878-1896, the Arnold book presents a series of questions by which students can critically analyse a political cartoon (pp. 244-5). In the McGraw-Hill Ryerson book, a pioneer’s account of settling in Manitoba in the 1870s is presented, with suggestions for ways to test its authenticity by examining other available evidence (p. 187). Each publisher offers further support materials and activity ideas for teachers in an auxiliary resource package (sold separately).
The Ontario history curriculum shies away from overt expectations in the values domain. However, it is clear that both author teams have understood the need for equity in terms of both gender balance and attention to visible minorities. While males outnumber females in the Indexes of both books by a sizeable margin, a clear effort has nevertheless been made to depict women as well as men in the numerous illustrations. The extension of full legal and political rights to women is highlighted in both books as part of the changing society at the turn of the twentieth century. Attention to various aspects of social and cultural history also provides valid opportunities to focus on the contributions of female Canadians. Aboriginal Canadians warrant significant coverage in both texts, as well, particularly in the chapters devoted to the development of Western Canada. Other visible minorities – Asian Canadians and African Canadians – are periodically mentioned, along with supporting photographs. Furthermore each of the books invites students to imagine situations from more than one perspective, thus encouraging both empathy and tolerance.
It is easier to describe how the two books are similar than to point out how they differ, although there are some minor contrasts in how a chapter is laid out. In each case, the authors provide a highly visual opener, previewing what the student will encounter in the pages to follow, along with a listing of key phrases. A combination of short narrative bursts, punctuated by colour headings and frequent illustrations – photos, cartoons, maps, charts, historic posters – constitute the body of each chapter. Boxed items provide supplementary information, such as a thumbnail biography of a related historical personality, invariably accompanied by a photograph or other visual material. In the Arnold book, the periodic questions of comprehension spaced throughout the chapter are grouped under the heading, For Your Notebook, whereas in the McGraw-Hill Ryerson text, the corresponding heading is The Story So Far. The kinds of questions provided appear to be similar, however, as do the more substantive tasks offered at the end of each chapter. The McGraw-Hill Ryerson book does provide a one-paragraph summary at chapter’s end; the Arnold text moves right into its series of learning activities.
Here are a few general differences to guide a curriculum committee’s choice between these two fine print resources. The Arnold book leans a little more to bright colours in its presentation, though the ratio of print to visual is close to 60:40 in both cases. The McGraw-Hill Ryerson book seems to follow the suggested content of the Ontario curriculum a little closer, although an alert teacher would have no trouble matching chapters to expectations using either resource. The references to related Internet websites are more frequent in the McGraw-Hill Ryerson text, and more likely to be used by students. An appendix on learning skills in the Arnold book is more comprehensive than the scattered items entitled Research Is Happening Here in the McGraw-Hill Ryerson book. The ongoing visual timelines in the latter book are very helpful; the frequent appearance of colour maps in the former serve a similar purpose in illustrating changes over time. At the risk of gross simplification, it seems that the Arnold book might work better with students who have not yet developed any real liking for history. The McGraw-Hill Ryerson book, by contrast, might be a better fit for students already turned on to the subject, and ready for a little more challenge.
Has the trend to a more student-friendly textbook, replete with colourful visual content, and broken up into the print equivalent of short sound bites, been a positive one? One well-known critic of progressive educators does not believe so. J.L. Granatstein, in Who Killed Canadian History?, has bemoaned the fact that a certain textbook familiar to him had been noticeably glitzed up in appearance but watered down in language and detail between its first and third editions (p. 39). Granatstein is determinedly old school, in that he continues to insist that factual content is important, and chronology is vital. Not for him a present-minded issues approach that begins and ends with the present. Nevertheless, the two books featured in this review have managed to retain a fair amount of factual information, have not abandoned their chronological integrity, and yet have managed to integrate a skills-based approach that trains students in how to do history, all the while presenting the course material in a lively and challenging fashion. This is no small achievement, and both author teams deserve credit for blending the traditional and progressive approaches to history so skilfully.
Assuming the curriculum guidelines stay the same, what should the authors and publishers be doing for the next edition of these books? For starters, they should continue to look for ways to dovetail the print-oriented textbook with burgeoning Internet resources. Specific website references that are integrated into the flow of the textbook will promote meaningful investigation, and discourage aimless fishing trips on the web. Secondly, the skills components can be more overtly and systematically woven through the content of the textbooks, possibly arranged in such a way that simple skills from previous years can be practised again, then developed into more complex ones as the students move through the book. Thirdly, more thought can be given to the values potential of history, in particular the opportunities for values clarification and values analysis exercises. Admittedly, the Ontario curriculum guidelines for this grade are largely silent on values, so the authors have had to tread carefully here. Finally, new discoveries and interpretations from academic historians must continually be woven into the fabric of the text, so that the students, and their teachers, are exposed to the best and most recent syntheses of our country’s history. Otherwise, a text can easily become outdated.
That there will be a need for new editions of these textbooks, I have no doubt. Just as print newspapers have survived the arrival of the radio, then television, and now the Internet, so print textbooks will continue to play a useful, albeit modified, role in the schools of the future. These two books under review represent the current state of the art in textbook technology, and properly updated, should continue to inform, stimulate and challenge Canadian students, well into the future.
References
Granatstein, J.L. (1998). Who Killed Canadian History? Toronto: HarperCollins.
Larry A. Glassford – Faculty of Education. University of Windsor. Windsor, Ontario.
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Challenge of the West: A Canadian Retrospective from 1815-1914 – CRUXTON; WILSON (CSS)
CRUXTON, J. Bradley; WILSON, W. Douglas. Challenge of the West: A Canadian Retrospective from 1815-1914. Toronto: Oxford University Press, 1997. 182p. Resenha de: HORTON, Todd. Canadian Social Studies, v.39, n.1, p., 2004.
Ostensibly a social studies textbook for high school (back cover), Challenge of the West is written and presented in a style that makes it suitable for a number of grades from junior high up to and including high school. As well, the content corresponds with several social studies and history curricula across Canada including the strand entitled The Development of Western Canada found in the grade seven history curriculum of Ontario.
The front cover of the textbook is a reproduction of Adam Sherriff Scott’s The SS Beaver off Fort Victoria, 1846. The painting depicts two aboriginal persons in the foreground with their backs to the viewer. They are looking across the water to a British fort on the opposite shoreline. In the water between is a British ship and a smaller boat filled with, presumably, residents of the fort. As the two aboriginal persons are in the foreground, the viewer is encouraged to interpret the painting from their perspective. The dominant impression is one of watching from the sidelines. The aboriginal people are not participants but observers, surveying activities that will change their worlds.
Change is very much what this textbook is about. In the introduction, the authors encourage students to think about change, how it comes about in their worlds and how it has come about throughout Canadian history. As Cruxton and Wilson state in the Introduction, sometimes change just happens. Other times, we make a change happen. When we set out to make change, it can involve conflict or struggle (no page). These words are a foreshadowing of the conflict and struggle that has been a part of Canada’s historical development.
The textbook is divided into six chapters: 1) Rebellion and Change in Upper and Lower Canada; 2) The Road to Confederation; 3) Exploring and Opening the West; 4) Manitoba and British Columbia Enter Confederation; 5) Preparing the West for Settlement; 6) Settling the West. Though the content is never extensively detailed, the chapters do cover what are often considered the main events in Western Canadian history from 1815 to 1914. The building of the CPR is captured in chapter four, the Red River Rebellion, Northwest Rebellion and the trial of Louis Riel are highlighted in chapter five while the Gold Rush is explored in chapter six.
However, as the chapter titles suggest and as is the pattern of history textbooks designed to meet the requirements of history curricula, the content focuses on the changing West from the perspective of Europeans whether British soldiers, French politicians or Mennonite settlers. Even the notion of the West is a reference to territory west of earlier European settlements in Newfoundland, the Maritime colonies and the Canadas. Rarely is the history told from the perspective of aboriginal peoples. Their voices are silent and their histories, separate from those that are entwined with European colonists, are absent. This is not to suggest that aboriginal peoples are missing. They are very much present in the historical narratives and biographical inserts provided. Almost the entirety of chapter three is devoted to the First Canadians, who they are and where they live. Nevertheless, their histories remain distant and aloof from the perspective suggested-forever illustrated as the other, standing on the outside watching as their worlds are changed by the main event which is the development of a nation called Canada. The painting on the cover is indeed metaphoric.
Liberally peppered throughout the chapters are charts, maps, timelines, paintings, photographs, poems, songs, cartoons and reproductions of original documents. There are also a number of inserts that are separate from the main body of text. These inserts offer interesting biographies of people such as Qubec political reformer Louis-Joseph Papineau and author Susanna Moodie. All of these features combine to give the textbook a sense of variety and offer students different ways of learning the content. One problem to note is the serious dearth of passages which permit the historical actors to speak for themselves. Though there are a few, offering students more opportunities to read what William Lyon Mackenzie, Sir John A. Macdonald, Catherine Schubert or Crowfoot actually said would bring an increased impression of humanity to the historical narratives and elevate the textbook’s overall sense of credibility as a source of historical information.
Each chapter includes at least one developing skills section. The foci of the developing skills sections include creating a mind map, decision making, cause-and-effect relationships, interpreting political cartoons, interviewing, using maps as visual organizers, preparing a research report, debating, making oral presentations, and analyzing bias. These sections are divided into numbered steps that include easy-to-follow instructions and examples. The result should be the development of skills that are transferable to other courses of study.
Also included at the conclusion of each chapter are a series of activities. The activities sections are divided into three parts: Check Your Understanding; Confirm Your Learning; and Challenge Your Mind. The first part focuses on comprehension questions that refer to the chapter completed. The second part encourages the use of information in the answering of broader questions. The third part challenges students to analyze situations and consider questions and statements from a number of perspectives as well as synthesize information in the formulation of their own views. These parts are well written, progressive in complexity and offer teachers a range of choice to use in meeting the learning needs of students that have a range of abilities. One criticism of the developing skills and activities sections is that there needs to be better integration between them. Only occasionally are students expected to use the skills developed in one section to complete the activities in the other. Students need opportunities to refine the skills they learn. By explicitly and purposefully providing students with activities that encourage the use of newly developed skills there is greater possibility that the skills will be internalized and endure.
While the book may not be deemed adequate by some teachers as the sole text to use in their junior high or high school social studies or history courses, the authors must be given credit for hitting the high spots of the mainstream history narrative of the Canadian west, developing important skill sets and providing students with a number of interesting activities. Until the time when history curricula value aboriginal perspectives as much as they do Europeans, textbooks like this are meeting their mandate.
Todd Horton – Faculty of Education. Nipissing University. North Bay, Ontario.
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Canada: A Nation Unfolding – NEWMAN et al (CSS)
NEWMAN, Garfield; AITKEN, Bob; EATON, Dianne; HOLLAND, Dick; MONTGOMERY, John; RIDDOCK, Sonia Riddock. Canada: A Nation Unfolding (Ontario Edition). Toronto: McGraw-Hill Ryerson, 2000. 428p. Resenha de: DANNETTA, Vincent. Canadian Social Studies, v.37, n.2, 2003.
Of the seven textbooks that were produced for the new Ontario Grade Ten Canada in the Twentieth Century course, Canada: A Nation Unfolding is the best organized, the most visually appealing-from the perspective of a student-and the text that has the best accompanying unit and chapter activities.
What I found enticing at first sight, while looking at the table of contents, is the manner in which the units are organized. Unlike most of the other efforts, in which the first unit covers 1891 to 1928 (way too much terrain to be covered in one unit), the first unit in Canada: A Nation Unfolding begins at 1896 and ends at 1914 with the beginning of the First World War. The second unit encompasses the First World War and then the third unit covers the 1920s and 1930s. These time periods are a much more logical manner in which to structure the first three units. This not only makes the most sense but it is how teachers have been teaching the curriculum for years in this course. The themes that are intelligently woven throughout the text also strike a familiar chord. They are in a chronological format and include macro-level themes such as French/English Relations, Canadian/American Relations, International Relations, and Multiculturalism, and micro-level themes such as technology through the years in Canada.
What I call the second table of contents showcases Garfield Newman’s strength as a textbook writer. He entitles this section Tour of the Book. Put simply, it is a visual road map of the special features that are contained within each of the units. Humour in History, for example, attempts to highlight one of Canada’s strengths in character, the ability to laugh at itself throughout the years. With feature spots on Wayne and Shuster and comedy characters Bob and Doug MacKenzie, one also starts to think of the exports in humour that we have had (e.g. John Candy, Martin Short, Mike Myers, etc.). I only wish that the authors had included the gang from This Hour Has 22 Minutes to set us further apart from Americans-a theme that is recurring throughout the text-as this is intelligent humour at another level, the political.
There are other features that make the text unique such as pieces on technology and the sections on Methods of Historical Inquiry. The feature that I personally like that sets this book apart from other efforts is the photo essay in each of the units. These essays symbolically and literally capture the essence of being Canadian in each of the historical eras in the text. My personal favourite photo essay is the last one that focuses on the symbols of Canada from 1968 to 2000. In it the reader sees the standard symbols like the beaver, the mountains, the maple leaf and maple syrup. However, the symbols which brilliantly capture the essence of Canada are the photos of canoeing on a lake in cottage country, kids playing road hockey, a mother and child tobogganing down a hill, and the doughnut.
I think the one big criticism I have of Canada: A Nation Unfolding is the writing in certain time periods. For novice teachers, it certainly leaves some unanswered questions that they may have to grapple with when they have a particularly inquisitive student. An example of this is the manner in which the Schlieffen Plan is handled. Readers learn that the plan was actually developed nine years before the war actually broke out, so why was it not executed in 1905? There is no answer in the text. Equally disturbing is the fact that the authors neglect to tell us why the plan failed and who finally executed it. For such an important turning point in the war, this was really botched. The answer that the French rallied their troops and defeated the Germans at the Battle of Marne is offensive to any historian. How could the French beat such a formidable opponent? My comments about the Schlieffen Plan are included only to serve as an example of that which is prevalent in many textbook efforts. Many teachers who use textbooks, use them as a foundation and supplement the text with other resources. The only problem with this approach is that errors such as the one mentioned above are sometimes hard to detect.
I think that this is symptomatic of how textbooks are written for the history curriculum and is a flaw that is not insurmountable. I never think the strength of any textbook is the history content that is being given. The strength of this textbook, therefore, is not the history content that it contains but rather the supporting learning activities that are firmly grounded in Gardner’s theory of multiple intelligences.
Vincent Dannetta – Markham District High School. Markham, Ontario.
[IF]A Short History of Quebec and Canada – DICKINSON (CSS)
DICKINSON, John A; YOUNG, Brian. A Short History of Quebec and Canada, 2nd Ed. Montreal: McGill-Queen’s University Press, 2000. 388p. Resenha de: BRADLEY, Jon G. Canadian Social Studies, v.35, n.3, 2001.
American historian Aileen Kraditor, in responding to student concerns about wanting to deal with ‘more modern and relevant’ events in her university classes, noted that history, by necessity, had to allow a number of decades to pass so that respectful contemplation could occur. More personally and cogently, she explained that if I can remember it then it is not history but current events! In light of such opinions and conscious of general mounting political and societal pressures to pass immediate judgement on unfolding events, one may well ask, Why is there a need for another book, a revision at that, on history?
Divided into nine chapters and structured in a mostly traditional chronological manner, A Short History of Quebec and Canada begins this historical adventure with the First Peoples prior to the European onslaught and brings the reader up to what the authors generously call Contemporary Quebec which is realistically the mid-1990’s. There are numerous black and white photographs, diagrams, maps and renditions. Additionally, each chapter is immediately followed with a concise, focused and annotated Further Readings section.
A more comprehensive and somewhat less user-friendly esoteric bibliography is printed at the back of the book. All in all, notwithstanding the odd irritating anomalies – such as small maps that are most difficult to read, the use of a space in place of a comma to separate large number segments, and the total absence of colour especially with various art work renditions – A Short History of Quebec and Canada is a nicely packaged volume which provides a comprehensive view of 400 or so years of history in the territory now known as Quebec.
While it is easy for any reviewer to comment upon tangible facets of a book – such as pages, drawings, map size and location, layout, – it is much more difficult to deal with those more ethereal aspects. Particularly, I feel that two of these less than concrete notions stand out in A Short History of Quebec and Canada.
By serious design and conscious effort, the authors have utilized a writing format that is easy to follow. They have consciously attempted to maintain what one might characterize as a direct style. In no way demeaning or condescending, the authors are able to deal with all manner of complex historical issues in a straight-forward manner. They have avoided long and tedious sidebars and patterned their tale in such a way as to bring the reader to the heart of various issues via a direct linguistic route. To a large extent, they have respected the ‘short’ designation in their title.
In sum, this book flows! Chapters melt away as the authors flirt with numerous topics, personalities, and notions. Additionally, the internal chapter sections focus the reader on selected events, issues and complexities within the overall framework of people interacting with people. In the most complex of historical issues and scenes, there is a feeling of immediacy and even a sense of modern relevance.
Additionally, while acknowledging that one cannot avoid the big political issues that mark any sweep of history, the authors have attempted to focus as much as possible on what one might broadly call a social or people orientation. Perhaps this orientation more clearly indicates their own historiography and biases as they forthrightly note: Without denying the importance of political events such as the Conquest or Confederation, we have subordinated them to a socio-economic framework that explains them in a broader perspective (p. ix).
By combining a light and unencumbered writing style with a more personal societal orientation, Dickinson and Young have been able to some extent to challenge Kraditor’s separation of history from current events. Via the overall structure of A Short History of Quebec and Canada, the reader is able to bring historical antecedents up to the present. The reader is provided with the tools to make concrete connections and to more realistically place past events onto their contemporary template.
In my view, A Short History of Quebec and Canada is a valuable volume. Cleverly designed for senior level secondary students as well as anyone interested in Quebec, its history, and possible futures within North America, Dickinson and Young are to be congratulated for a second edition that is a must for anyone with even a passing interest in the complexity and interconnectedness of Canadian history.
Jon G. Bradley – McGill University. Montreal, Quebec.
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