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K-12 Outreach News
K-12 STUDY CANADA is the outreach arm of the Pacific Northwest National Resource Center (NRC) on Canada and is jointly performed by the Center for Canadian-American Studies at Western Washington University and the Canadian Studies Center in the Henry M. Jackson School of International Studies at the University of Washington. Our NRC on Canada is one of seven other world region NRCs within the Henry M. Jackson School of International Studies. Below is news from our K-12 outreach events as well as reports from our educators on the integration of Canadian and international studies in the classroom.
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May 2013
On the Other Side of the Border: Spoken Word, Graphic History Novels, & Lit Trips from Canada in the Social Studies Classroom at the Chelan Conference 2013
by Paulette Thompson, K-12 STUDY CANADA Teacher Associate
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“You have problems. Your neighbor has problems. Between the two of you is a fence. I am actually referring to the relationship between Canada and the United States….”
At most conferences the blurb underneath your session title is enough of a selling point. Not so at the Annual Spring Social Studies Conference presented by the Washington State Council for the Social Studies, the Jackson School for International Studies at the University of Washington and the Washington State Office of Superintendent of Public Instruction held at Campbell’s Resort in Chelan, Washington over the weekend of March 15 - 17, 2013 where presenters are required to stand up before all assembled and give a brief introduction about their sessions. It is in this way that K – 16 educators at the conference are able to make more informed decisions about which sessions to attend.
This year’s theme was “Rethink, Recharge, Reflect: Enriching Your Role as a Social Studies Educator”. Although this theme did not mention Canada per se, I thought it was important to bring Canada into the picture. I maintain that when teachers bring multiple perspectives on social studies topics into their classrooms, they can include rich Canadian voices concerning civic ideals and controversies from Canadian contexts. Canadian literature is often the missing link in U.S. classrooms. Why not rethink, recharge, and reflect and enrich one’s role by bringing in these ‘new’ voices? Furthermore, when educators are inspired by such materials and make a practice of writing alongside their students, their students begin to see that reading and writing provides opportunities to rethinking, recharging and reflecting.
Eleven educators attended the session. We took time to discuss the quality and the variety of materials presented. The themes embedded in this literature were those issues that should not be taboo in social studies classroom: politics, race, ethnicity, poverty, class, gender, national identity, immigration, and the relationship between the U.S. and Canada. We talked about ways to use these primary sources in the classroom. It became clear that making room for Canadian content in their U.S. History courses, World History, as well as in Civics or Contemporary World Problems courses was manageable.
The teachers stated that the highlights of the session included selections from Canadian slam poet Shane Kocyzan ( “This is my voice” http://www.youtube.com/watch?v=8bwadV-Ha9c and “Grandma’s Got It Going On” http://www.youtube.com/watch?v=f02Q5IFoyKw), a piece from C.R. Avery ( a short version of "Pierre Elliott Trudeau" http://www.youtube.com/watch?v=vViL3mOoe-U )and finally one song from dub poet Lillian Allen("I fight back " http://www.youtube.com/watch?v=jISfiTmz6B8).
I brought too much to share. I had hoped to use Chester Brown’s graphic history on Louis Riel to segue into the present day discussions surrounding the now worldwide “Idle No More” movement that started among Canadian First Nations activists last year. Towards the end of the session, we all wrote. There was only enough time to for one person to share what was created. Still, we crossed the border—together.
Paulette Thompson is a high school Humanities teacher at the Ida B. Wells School for Social Justice @ University of Washington. Along with being a graduate student in the U.W. College of Education, she is also a longtime supporter of the Canadian Studies Centre.
December 2012
NCSS Opens Windows on the World -- and especially Canada – at its Annual Conference in Seattle
by Tina Storer, Education and Curriculum Specialist, Center for Canadian-American Studies at Western Washington University
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From left to right: Brenda Ball (B.C.S.S.T.A. Board Member and Social Studies Chair at Crofton House School – Vancouver, BC); Joy Kogawa (renowned author of the award-winning novel Obasan); and Tina Storer (Conference Co-Chair and WWU Center for Canadian-American Studies’ Education and Curriculum Specialist) at Kogawa’s “Conversation with an Author” session. |
The 92nd Annual National Council for the Social Studies Conference in Seattle last month was simply an outstanding professional development opportunity for the 3500 plus educators who attended the more than 400 sessions, poster presentations, clinics and workshops that were offered. It was my honor to be selected by NCSS leaders two years ago as a co-chair to ensure participation by Canadians in the region and inclusion of content connected to Canada in the conference program.
Although our NRC has worked with NCSS before to increase the profile for Canada among social studies educators, no conference has provided so many opportunities! Almost 700 educators at the conference gained new knowledge about Canada directly through professional development sessions and meetings. Indeed, almost everyone was impacted by the effort when attendance at all thirty-four Canada-related events is considered (including a shared NRCs on Canada exhibit and receptions/scholarships supported by Canadian sponsors). All told, there were 27 Canadians, 3 Canadians who reside in the US, and 8 Americans who presented on Canada at NCSS 2012. It was wonderful learning from them all and to meet so many others from across Canada!
To advocate for greater inclusion of Canada in U.S. classrooms, the two NRCs collaboratively presented “Canada and the American Curriculum: A National Approach to Canadian Studies” to the Council of State Social Studies Specialists (CS4). This presentation stands out from the rest because it holds great potential impact for curricular reform since state leaders nationwide are currently determining next steps for the revision and/or adoption of Common Core Standards and the soon-to-be-released C3 Frameworks for the Social Studies.
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Current NCSS President, John Moore, welcoming the 3500+ social studies educators in attendance to the conference in Seattle. |
Some of the other Canada-focused sessions are featured elsewhere in this newsletter but I would like to express my gratitude now to Nadine Fabbi for coordinating a pre-conference clinic focused on the Arctic as well to Betsy Arntzen and Amy Sotherden, our colleagues at the Northeast NRC on Canada, as well as members of the NCSS Canada Community, like Ruth Writer, who personally and professionally supported the initiative. Several Canadian colleagues like Brenda Ball (Crofton House School –Vancouver, BC), Adam Woelders (Trinity Western University – Langley, BC), and Mike Perry-Whittingham (McMath Secondary School – Richmond, BC) worked diligently on the northern side of the border to support the effort as well!
Most importantly, I must acknowledge and thank two local teacher associates who performed outreach on my behalf at the NRCs on Canada exhibit booth when my own duties called me elsewhere. Carol Gnojewski and Kindra Kilgore, both teachers in Monroe, WA, hosted the exhibite and performed outreach by sharing K-12 STUDY CANADA resources with all who stopped by to learn more about Canada. They helped to recruit more than 350 educators as new members of the “Canada Listserv” who will receive emails from me every second month with tips and ideas for teaching about Canada. The new contacts represent 43 U.S. states, Puerto Rico, 4 provinces in Canada, and 6 other countries (China, Hong Kong, Hungary, Korea, Singapore, UK). These figures show just how effective the conference theme, “Opening Windows on the World”, was for Canadian Studies!
December 2012
Who Owns the Arctic? Pre-NCSS Clinic
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Amy Sotherden, Center for the Study of Canada/Institute on Québec Studies, State University of New York College at Plattsburgh presents on her 10-day visit to Nunavik, Canada in 2009. |
As part of the 92nd National Council for Social Studies (NCSS) annual conference, “Windows to the World,” a pre-conference clinic on the Arctic was provided to educators. “This is an area that few students know anything about yet is vitally important to the future of not only our country, but to the world,” said one participant. “By studying this topic, students can be involved with geography international relations, economics, and government.”
The Arctic is receiving increased attention as a result of climate change, natural resource exploitation, and sovereignty issues. The region has become one of the most dynamic international regions in the world argued by some to be the new center of world politics. Eight Arctic nation-states claim rights to the Arctic including Canada, the United States, Russia, Finland, Denmark (Greenland), Sweden, Norway, and Iceland. In addition, many non-Arctic nation-states are seeking entry into the Arctic Council. In 2013 Singapore, India, China, South Korea and possibly the European Union will submit applications to join the Arctic Council. In addition, six Arctic indigenous organizations have status as Permanent Participants on the Arctic Council marking the first time in history indigenous peoples and national states are working together to make decisions that will impact the circumpolar world and beyond. Governance over the region is complex and dynamic.
On Thursday, November 15th, sixteen educators representing eight states attended the clinic, “Who Owns the Arctic?” held in the Maple Leaf Room of the Consulate General of Canada, Seattle. Educators who attended the session gained an understanding of global change in the Arctic, Inuit contemporary views relating to identity and interdependence, self-determination, population dynamics, language, modernization, cultural transition, social problems, and environmental matters.
One participant noted, “Who Owns the Arctic?” is an important workshop that helped me think about the geopolitical effects on countries in relation to the problems and issues of the Arctic that many educators are totally unaware of … this workshop was critical in helping me understand the indigenous issues related to the Arctic.”
Nadine Fabbi, U.W. Canadian Studies Center offered an overview of the geopolitics and territorial claims in the region. Amy Sotherden, Center for the Study of Canada/Institute on Québec Studies, State University of New York College at Plattsburgh and Betsy Arntzen, Canadian-American Center, University of Maine discussed their recent trip to the Canadian Arctic. Tina Storer, Center for Canadian-American Studies, Western Washington University, provided a presentation and packet of educational resources on the region.
This event was co-sponsored by the U.S. Department of Education Title VI National Resource Centers on Canada including the Pacific Northwest National Resource Center on Canada (Canadian Studies Center, Henry M. Jackson School of International Studies (JSIS), University of Washington and the Center for Canadian-American Studies, Western Washington University), the Northeast National Resource Centers on Canada (Center for the Study of Canada, State University of New York College at Plattsburgh and the Canadian-American Center, University of Maine); the eight U.S. Department of Education Title VI National Resource Centers in JSIS (including Canadian Studies Center, Center for Global Studies, Center for West European Studies, East Asia Center, Ellison Center for Russian, East European and Central Asian Studies, Middle East Center, South Asia Center, and Southeast Asia Center); the East Asia Resource Center, JSIS; the Consul General of Canada, Seattle; and, the Government of Québec.
December 2012
International Assembly & College and University Faculty Association Welcome Reception
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Tamara Leonard (right), Associate Director the Global Studies Center in the Henry M. Jackson School of International Studies with Wendy Sue Fitzhenry, Trinity Lutheran School, and one of this year’s JSIS First-Timer Fellows. |
One of the most active groups at the National Council for Social Studies (NCSS) meeting is the International Assembly and College and University Faculty Association (IACUF). This year the Henry M. Jackson School of International Studies was a key sponsor of the IACUF reception that drew over 300 participants including higher education faculty members, high school educators, and graduate students. The IACUF provides a forum for communication, collaboration, and interchange of ideas among NCSS members from the United States and foreign countries.
Tamara Leonard, Associate Director, Global Studies Center, Henry M. Jackson School of International Studies, provided welcoming remarks at the reception and spoke briefly about the role of the Jackson School in promoting international education at NCSS.
The reception was held on Thursday evening, November 15th at the Sheraton Hotel in downtown Seattle. The IACUF reception was part of the 92nd NCSS Annual Conference held in Seattle from November 16-18, 2012.
NCSS is the world's largest professional development conference including over 500 content-rich sessions. This year’s conference was held in Seattle, Washington entitled, “Opening Windows to the World.” Founded in 1921, NCSS engages and supports educators in strengthening and advocating social studies. With members in all the 50 states, the District of Columbia, and 69 foreign countries, NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education.
December 2012
Inuit Political Leadership in Canada & the World Today
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Sixteen educators, representing eight states, attended the pre-NCSS clinic, "Who Owns the Arctic?" held at the Consulate General of Canada, Seattle. |
As part of the 92nd Annual National Council for Social Studies Conference, “Windows to the World,” held in Seattle, November 16-18, Nadine Fabbi, Canadian Studies Center, offered a presentation on the effective involvement of the Inuit in domestic and international affairs and how that involvement is altering how we understanding international relations. The presentation covered some of the recent activities of the Inuit Circumpolar Council representing the Inuit in Russia, Greenland, Canada and the United States, and the Inuit Tapiriit Kanatami, the Inuit association in Canada.
The presentation had ten participants each with a strong interest in international affairs. The participants gained an understanding of how global interdependence is shaping political institutions in the Arctic. The Arctic is an ideal lens via which to understand the broader issues of indigenous involvement in international affairs, social justice and environmental sustainability.
One participant noted that it was critical students understand what is occurring in the Arctic in order that they become more civically engaged particularly understanding the “cooperation among nations and indigenous peoples.”
This event was co-sponsored by the U.S. Department of Education Title VI National Resource Centers on Canada including the Pacific Northwest National Resource Center on Canada (Canadian Studies Center, Henry M. Jackson School of International Studies (JSIS), University of Washington and the Center for Canadian-American Studies, Western Washington University), the Northeast National Resource Centers on Canada (Center for the Study of Canada, State University of New York College at Plattsburgh and the Canadian-American Center, University of Maine); the eight U.S. Department of Education Title VI National Resource Centers in JSIS (including Canadian Studies Center, Center for Global Studies, Center for West European Studies, East Asia Center, Ellison Center for Russian, East European and Central Asian Studies, Middle East Center, South Asia Center, and Southeast Asia Center); and, the East Asia Resource Center, JSIS.
October 2012
Canada in the Ida B. Wells High School at the U.W.
by Paulette Thompson, K-12 STUDY CANADA Teacher Associate
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How often do you get to discuss Canadian literature and multiculturalism over breakfast with fellow educators over a weekend? Along with a group of 11 high school teachers and teacher-administrators from Washington State I had a chance to do just that while attending the Vancouver International Writers and Readers Festival in October 2000. The weekend was subsidized by the Canadian Consulate and organized by U.W.’s Canadian Studies Center. The main requirement along with breakfast discussions was that we attend sessions featuring Canadian authors and Canadian content.
On that Friday afternoon after a day of teaching, we headed north and braved the weekend traffic. We arrived into Vancouver, checked into the bed and breakfast, and then headed to Granville Island for our first foray – The Literary Cabaret.
The Literary Cabaret features an incredible band, Poetic License, and five to six authors. The Literary Cabaret helped me understand the concept of synergy. The musicians do not merely accompany the poets and authors; the music is an integral part of the presentation. I started imagining the projects that I could create in my classroom! The Literary Cabaret remains my favorite session to this day.
Concurrent sessions during the Writers Fest provided so many opportunities to engage. We even attended sessions on science writers, creative non-fiction writers, historians and poets as well as panel on whether writers have an obligation to be activists. We missed the sessions held earlier in the week featuring French-language authors.
That first whirlwind of a weekend got me hooked. I have attended the Writers Fest every year since. I believe paying to go to the Writers and Readers Festival from Seattle every year of great personal and professional value.
Although I haven’t received clock hours or credit since the early days, my students and colleagues benefit from my participation. I share what I hear, read and learn. Attending the festival inspires me as a writer and a teacher. I find that it really feeds my soul.
Every year at the Writers Fest I buy Canadian fiction and nonfiction, some for pleasure and others for teaching. I still try to find ways to incorporate Canadian content and authors in my classroom. It can be done.
Attending the Writers Fest helped me to adjust to my new teaching position as a Humanities teacher at the Ida B. Wells School for Social Justice at the University of Washington (http://depts.washington.edu/omad/ida-b-wells-high-school/). Ida B. Wells is an alternative high school that provides a diverse, multicultural curriculum and a coordinated studies approach to learning. This public school, serving about 40 students, is a joint-endeavor between U.W.’s Office of Minority Affairs, the U.W. College of Education, and the Seattle School District. At Ida B Wells, I include Canadian fiction in the World Literature section of Humanities. We read famous Canadian authors such as Nalo Hopkinson, Anne Cameron, J.B. McKinnon, Alisa Smith, Naomi Klein and David Suzuki.
At last year’s Writers Fest I heard a powerful poem by Jamaica-born Canadian poet and author Olive Senior. That poem, “Meditation on Yellow” (http://www.poetryinternationalweb.net/pi/site/poet/item/455/18408/Olive-Senior) demanded to be used in my curriculum last year when I taught Caribbean colonization. So I did!
In 2010 I attended a session where Canadian writers Wayne Grady and Merilyn Simonds were two of the panelists. Grady is primarily a science writer while Simonds is an essayist/novelist and a master gardener. The couple wrote a book together, Breakfast at the Last Exit Café , during a long road trip through the United States. As I listened to Grady and Simonds talk, I found their idea of reflective travel provocative. I bought the book and really enjoyed it. Both Simonds and Grady are Canadian-born yet in their book they write about being in situations as outsiders. Simonds lived in South America as a child while Grady found out as an adult that his father hid the family’s African American heritage. Students relate to the feeling of being outsiders. I decided that I could use it for Humanities as it works for history, government and Language Arts content. My students will be writing a one- two page response to Wayne Grady and Merilyn Simonds.
This year’s Writers Fest is on the horizon. I already have my tickets. And yes, I will be discussing Canadian and U.S. literature over lunch with family and the Canadian friends I’ve met at the Fest over the years. Wouldn’t it be great if my students could do the same?
Paulette Thompson is a K-12 STUDY CANADA Teacher Associate and alumna of the 32nd Annual K-12 STUDY CANADA Summer Institute, Ottawa and Montréal, 2011. “STUDY CANADA,” the Pacific Northwest National Resource Center on Canada’s annual professional development workshop, has been offered by the Center for Canadian-American Studies at Western Washington University for the last 34 years serving educators from almost every state in the nation. The Institute is funded, in part, by a Title VI grant from International and Foreign Language Education, Office of Postsecondary Education, U.S. Department of Education. Paulette is a Humanities and World Language Teacher in the Ida B. Wells School for Social Justice and a U.W. graduate student in Education, Curriculum and Instruction (Multicultural Education). View the K-12 STUDY CANADA website.
July 2012
2012 Community College Master Teacher Institute – Global Education for a Sustainable Future
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Twenty community college educators, from as far away as Spokane Community College, participated in the 2012 Master Teacher Institute, Global Education for a Sustainable Future. (07/12) |
This is one of the best professional development opportunities I’ve ever participated in! Also terrific networking opportunities.
Thank you for organizing this amazing two-day workshop!
In early July 2012 The Henry M. Jackson School of International Studies, in partnership with the Northwest International Education Association (NIEA), offered the 9th annual Community College Master Teacher Institute (CCMTI) at the University of Washington (UW). Nineteen faculty, from as far away as Spokane, participated in an effort to increase international content in their courses. This year’s institute was entitled, Global Education for a Sustainable Future.
Representing a wide-range of disciplines from sociology to geography to biology, the faculty expressed a need to prepare college students to deal with the global challenge of sustainability. “How can we teach global studies when our students have little background to understand the issues?” “How do we make complex global issues relevant to our students?” “How do we make peace between the efficiencies of business and economics while attempting to live sustainably?” These were just some of the opening questions discussed by the group of community college educators.
David Fenner, former Assistant Vice Provost for International Education at the U.W., set the tone for the day with a keynote lecture that argued for the critical importance of integrating international content into all college courses and for study outside the U.S. David noted that it is only when students are introduced to course materials that are global in nature that they can begin to actually tackle critical international issues in an effective manner.
Presentations covered a broad range of climate change impacts focused on Indonesia, Darfur, Canada and the Arctic, Central Asia, China, and Japan. Celia Lowe, Anthropology and JSIS, discussed the conceptual differences between food security and food sovereignty and their relationship to climate change. Frederick Lorenz, JSIS and UW Law School, provided a presentation, The Environment as a Source of Conflict: Darfur Case Study. Nadine Fabbi, Canadian Studies Center, discussed how the Inuit in Canada have changed the way we understand climate change by presenting it as a human rights abuse. Brett Walton, Circle for Blue, provided an overview of the connection of water to food, energy and health particularly in Central Asia. Anu Taranath, UW Department of English, provided a thought-provoking discussion on an analysis of the language used in global studies and how language is infused with meaning and how we see the world. Dan Abramson, UW Urban Design and Planning, presented on International Service Learning for Resilient Communities: Field Studios in Urban Planning and Design, and outlined how he conducted studio-abroad courses in China and Japan and drew comparisons between community integrity in Chinatowns in Vancouver, Canada, and Washington State.
A focus on the Inuit of Canada and their role in the politics of climate change formed a key part of the Institute. Nadine introduced educators to the growing awareness of human induced climate change over the last 20 years and to the role of the Inuit in Canada in making a link between climate change and human rights. Nadine pointed out that in 2005 Canadian Inuk political activist, Sheila Watt-Cloutier, along with 62 Inuit hunters from Canada and Alaska, filed a petition to the Inter-American Commission on Human Rights charging the United States for human rights abuses. (The United States was singled out as it accounts for only 5% of the world’s population but produces about 25% of the world carbon emissions.) The petition effectively changed the politics of climate change and how the issue is perceived.
Faculty were provided a number of articles on climate change and human rights including the summary of the petition to the Inter-American Commission on Human Rights presented by Sheila Watt-Cloutier. The following day Nadine led a discussion about how to incorporate the Inuit perspectives on climate change into their community college courses.
NIEA is a consortium of community colleges dedicated to increasing student and faculty opportunities for international education, training, and exchange. In 2003 Tamara Leonard, Center for Global Studies, Henry M. Jackson School of International Studies, founded the Master Teacher Institute with NIEA. Since then, over 250 faculty from dozens of community colleges across Washington State have participated in the workshop benefiting from the expertise of Jackson School faculty and affiliated researchers.
This year Eva Dunn, Center for West European Studies and Tikka Sears, Southeast Asia Studies, co-chaired the Institute with Tikka acting as the facilitator throughout the two days. Jackson School students, Monick Keo, Canadian Studies Center and a major in Japanese Studies, and Eric Damiana, Ellison Center for Russian, East European and Central Asia Studies, served as student assistants.
Funding for the Community College Master Teacher Institute was provided, in part, by grant allocations from the National Resource Center Programs, International and Foreign Language Education, U.S. Department of Education and the Northwest International Education Association.
The Henry M. Jackson School of International Studies is home to eight National Resource Centers: Canadian Studies Center, Center for Global Studies, Center for West European Studies, East Asia Center, Ellison Center for Russian, East European and Central Asian Studies, Middle East Center, South Asia Center, and Southeast Asia Center.
Institute Program
Presenter Bios
Presentation Summaries
August 2012
K-12 Educators Bring Canada to the Classroom
by Maureen Stevens, Educator, Belton Honea Path High School, South Carolina
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Maureen Stevens (left), with STUDY CANADA Summer Institute colleague, Hope Bentley, from Grayson, GA. |
The young people I teach will be tomorrow's leaders and therefore they need to realize the increasing importance of Canada and its role in a successful future for the United States. STUDY CANADA provided the knowledge and experiences needed to assist me in broadening the horizons of my students. I plan to incorporate the story of Canada in our study of the French and Indian War, the American Revolution, the War of 1812, the Civil War (focusing on the role Canada played in the Underground Railroad), and the study of Canada-U.S. relations throughout World Wars I and II.
I learned a great deal at the 34th Annual STUDY CANADA Summer Institute for Educators. It was a wonderfully exciting and activity-packed week. The trips to Montréal, to Parliament, to the Supreme Court, to the War Museum, Museum of Civilization, and the MOSAICA enabled me to experience Canada in a way no textbook would allow me to do. I will now be able to teach my students about Canada more effectively that prior to this experience were not possible.
I have not traveled extensively around the world. Unfortunately for my students, in the very rural high school where I teach, the majority of them have not traveled further than 150 miles from home. We are a rather poor rural, textile mill town. I teach U.S. History to eleventh graders. My classes range from 30 to 35 students. The STUDY CANADA Institute gave me the tools I need to best present this information to my students. The guest speakers discussed the geography of Canada, the peoples of Canada, the political and judicial systems, the bilingual impact, and the culture of Canada. Each of the presentations made an enormous impression on me.
Every minute was filled with exceptional speakers, engaging field trips, and immersion in the culture of Canada. The amount of knowledge I gained from this one week is overwhelming. I will encourage my colleagues to take part if at all possible in the future. I know that I have become a better teacher because of this experience and that my students will ultimately be the beneficiaries.
“STUDY CANADA,” the Pacific Northwest National Resource Center on Canada’s annual professional development workshop, has been offered by Western Washington University for the last thirty-four years and hosted in Canada since 2006. Don Alper serves as program director and Tina Storer as program coordinator. The Center for Canadian-American Studies at Western Washington University gratefully acknowledges program funding from the US Department of Education (Title VI) and the Government of Canada’s Department of Foreign Affairs and International Trade. Additional program support is appreciated from the Université du Québec à Montréal and Herff-Jones Nystrom. In addition, support for teacher scholarships from the Canadian Studies Center in the Henry M. Jackson School of International Studies at the University of Washington as well as Greg Boos and the Pacific Corridor Enterprise Council (PACE) is appreciated.
May 2011
33rd Annual K-12 STUDY CANADA Summer Institute
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Tina Storer and Don Alper, chairs for the K-12 STUDY CANADA Summer Institute, pose at the Terry Fox statue in Ottawa with Carol, educator in the Monroe School District. |
Educators posing in front of the National Gallery of Canada in Ottawa. |
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Rosemary and Mary Snow from South Carolina pose in front of Bill Reid's Haida Gawaii at the Museum of Civilization in Gatineau, Québec. |
Educators posing during a tour of Old Montréal. |
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Twenty-Two educators from across the United States participated in the 33rd Annual K-12 STUDY CANADA Summer Institute in Ottawa. They pose in front of the Parliamentary Library. |
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April 2011
National Resource Center on Canada exhibits at National Council for History Education Conference
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Julia Warren (left) with Tina Storer. |
Tina Storer, Education and Curriculum Specialist at Western Washington University’s Center for Canadian-American Studies, and Cynthia Carlisle, K-12 STUDY CANADA Teacher Associate from South Carolina, exhibited materials on behalf of both National Resource Centers on Canada to educators attending the National Council for History Education conference in Charleston, South Carolina on March 31-April 2, 2011.
Over 100 educators received a set of resources from each National Resource Center to assist them in teaching about Canada and were informed about the professional development workshops available in the summer. Forty educators from 19 states and 1 province (AZ, CA, FL, GA, IA, IL, KY, LA, MA, MI, MS, NC, NV, OH, OK, PA, SC, UT, VT and AB) showed significant interest in learning even more and signed up to join the Canada Listserv to receive regular e-resource news written by Tina Storer. Many of these teachers indicated an interest in registering for the summer institutes as well. Each National Resource Center also contributed two books as giveaways for prize drawings at the end of the conference to establish further interest in making connections to Canada in US history classrooms.
Exhibiting National Resource Center resources and networking with the US history teachers who attended the National Council for History Education conference encouraged to educators to include stronger connections to Canada in their classrooms. The take-away materials and sign-ups for the “Canada Listserv” will lead to increased visits to National Resource Center websites (rich with content, curriculum and resources) as well as registrations to both National Resource Center summer institutes.
Winter 2011
Local Educator Enhances the Canadian Content in Her First Grade Classroom Thanks to STUDY CANADA Summer Institute and the Canada Valise
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Martha Gibney's students |
Dearest Tina,
I just wanted to tell you how much fun I have had teaching, and how much fun the first graders have had learning about Canada this fall. Their interest was initially piqued when the K-12 STUDY CANADA Resource Valise arrived. They have loved learning about the weather, geography and important landmarks in Canada. It has been particularly fun for them learning about the Arctic in this season so close to Christmas. It was not in my lesson plans, but the students are eager to figure out how exactly to get to the North Pole in order to find Santa!
The students are becoming much more proficient at their map reading skills. As you (and other instructors) presented in the summer course, these students do associate Canada with a vast frozen land. But, as they are learning about the varied landscapes and weather, they are seeing how Canada does have icy land, but it also has big cities, and farmland, and forests and important rivers and lakes.
The students have loved the story The Sweater. They are practicing their French-Canadian accents to mimic the voice on the DVD as they cheer for the Montréal Canadiens and Maurice Richard.
And, my students really are connecting to the Canadian value for diversity. I teach at a school that is quite diverse – about 50% of our families speak at least two languages (English and a home or native language). So, my students are naturally connected to what is clearly Canadian of being integrated into a multi-cultural community that appreciates and celebrates differences.
My students have figured out that I typically tie a field trip to any of our science or social studies units. So, they are certain that we are going to be field tripping to Canada soon. (Of course, I am all for this! I haven't exactly figured out the logistics of taking twenty-six first graders on an international field trip!)
Additionally, I have gotten a lot of great feedback from my students' parents, who are happy to see the kids using critical thinking skills in order to build their own knowledge about geography and the inter-connections between geography and communities.
I am so happy that I was able to participate in the STUDY CANADA Summer Institute as I learned so much in the process. I knew that I would be able to use the information in my classroom and now I am excited to report how beneficial the institute has been to my social studies instruction this year.
These students have learned a lot about Canadian geography. They have developed more and more questions about Canada and are eager to visit. And, I think we have about twenty-six newly indoctrinated Montréal Canadiens’ fans!
Happy Holidays to you. I hope you enjoy it with your family.
Martha Gibney
1st grade teacher, St. Matthew School, Seattle, Washington
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February 2011
World Affairs Council and Center Collaborate on Educator Program – Who Owns the Arctic?
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| Nadine Fabbi |
On February 16th, more than 30 Puget-sound area teachers gathered together at the Pacific Science Center for a workshop organized by the World Affairs Council. Global Classroom was excited to partner with Nadine Fabbi, Associate Director, Canadian Studies Program (UW Jackson School of International Studies) and Zeta Strickland, education manager from Pacific Science Center for this three-hour program.
Both speakers encouraged teachers to grapple with the question (and title of the workshop) “The Arctic: Who Owns it and How Long Will it be There?” Nadine provided an hour presentation on policy formation by the eight Arctic nations and the unique role of Canada’s Inuit in Arctic governance. The evening ended with a visit to the NOAA designed “Science On a Sphere.” Teachers discovered how this room-size tool could be used to illustrate climate change, ocean temperatures, and other environmental and topographical information.
Participating teachers also received a 40-some page resource packet, a Canadian buffet dinner, and three clock hours. The evaluation responses were incredibly positive. In fact one teacher wrote: “A whole day (workshop) would have been awesome!”
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| About 40 local educators attended the workshop on the future of the Arctic. |
Workshop information:
http://www.world-affairs.org/calendar.cfm?eventID=1379&action=eventDetails
In a few weeks, the resource packet will be available on line here:
http://www.world-affairs.org/globalclassroom/resourcepackets.htm
The Global Classroom program connects teachers and students with international resources, ideas, and people through a combination of professional development trainings, speaker series, curriculum design, and youth programs. The Arctic: Who Owns It and How Long will it be There, was one of a dozen teacher workshops that the World Affairs Council organizes every year.
This project was supported, in part, by funding from the Center’s Title VI grant, US Department of Education, Office of International Education Programs Service.
November 2010
Canada Clinic presented at the 90th Annual National Council for the Social Studies (NCSS) Conference
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Canada Clinic presenters and educators at the Canadian Consulate General in Denver, CO. |
In early November, the two Title VI National Resource Centers on Canada – our Pacific Northwest NRC on Canada (that links the UW Center with the Center Canadian-American Studies at Western Washington University) and the Northeast NRC on Canada (that links the Canadian-American Center at the University of Maine with the Center for the Study of Canada at SUNY Plattsburgh) – offered a pre-conference Canada Clinic: Looking Beyond the 49th Parallel at the 90th Annual National Council for the Social Studies (NCSS) Conference at the Consulate General of Canada in Denver.
Fourteen educators, mostly from Colorado and representing elementary through post-secondary schools, attended the clinic. “Canada is absolutely essential to preparing our students for the future,” explained one educator about her interest in the Clinic.
State standards in the United States are very broad and most often do not include Canada specifically. Yet, Canada and the United States have the largest trade relationship in the world. An incredible one million dollars of goods and services cross the border every minute of every day. For this reason, “One section of the Consulate is dedicated to trade,” noted Jamie Caton, political and academic affairs officer. “Canada buys almost three times more from the United States than China does.”
Carol Markham, Consul at the Denver Consulate, provided a background on the defense relationship between Canada and the United States. “Canada and the United States are founding members of the United Nations and NATO. We have fought together in World Wars I and II, in Korea, in the Gulf War, Bosnia, and Afghanistan. Most importantly, the two countries are intelligence allies. It is not in the psyche of Canadians to be a world power, rather Canada has gained a reputation as a peacekeeping nation.”
The workshop offered participants 8 clock hours of professional development credit and included six presentations: “Canada 101” by Jamie Caton and Karen Palmarini, Consulate General of Canada, Denver; “Canada’s Geography,” by Betsy Arntzen, Canadian-American Center, University of Maine; “History of Canada” by Ruth Writer, Michigan State University; “A Portrait of Québec,” by Chris Kirkey, Center for the Study of Canada, SUNY Plattsburg; “Canada’s North and Inuit Homelands,” by Nadine Fabbi, UW Canadian Studies Center; “Best Practices and Resources for Teaching Canada,” by Tina Storer, WWU Center for Canadian-American Studies who also chaired the clinic, and “Tales from Canada” by Michael Cawthra a K-12 STUDY CANADA teacher associate and professional storyteller from Denver.
“My goal is to see Canada show up in our Colorado curriculum at the secondary level. We really need to see Canada in the state standards,” said Katie Lapp, former curriculum coordinator in Colorado. By comparison, the Canada-U.S. relationship is taught every year in Canadian high schools. Afterwards, another teacher commented, “This offers me an extraordinary opportunity to ‘discover’ Canada for myself and for my students”.
According to participant evaluations, all outreach objectives were ranked “excellent” to “outstanding” and the most beneficial aspects of the Canada Clinic were the “amazing amount of relevant info, clear, interesting, [and] well-prepared” as well as “the encouragement and help in understanding so many aspects of Canada and in accessing resources to enrich my classroom study of Canada.”
The special pre-conference clinic was the first in a series to be offered annually in conjunction with NCSS by the National Resource Centers on Canada. The two NRCs also shared a resource booth in the convention center’s exhibit hall, participated in NCSS International Visitors Program and Canada Community activities, and oversaw four additional conference sessions/workshops.
In 2011, the Canada Clinic will be offered at the Canadian Embassy when NCSS is held in Washington, D.C. and, in 2012, it will be offered in Seattle. Both Tina and I serve on the conference planning committee for Seattle 2012 and Tina was elected conference co-chair alongside, Margit MacGuire, Seattle University, Gayle Theiman, Portland State University, and John Moore, NCSS Vice President, Western Kentucky University.
The Canada Clinic four-year program is a Title VI grant-funded activity for the Pacific Northwest and Northeast National Resource Centers on Canada – U.S. Department of Education, International Education Programs Service – in partnership with Embassy and Consulate General of Canada offices in the United States.
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 Ruth Writer, Teacher Associate and Outreach Coordinator, Michigan State University, provides an overview of Canadian history including the many intersections with U.S. history. |
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 The organizing team for the Canada Clinic enjoys a celebration dinner hosted by the Government of Canada. From left, Jamie Caton, Michael Cawthra, Nadine Fabbi, Tina Storer, Karen Palmarini, Carol Markham, and Betsy Arntzen. |
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| Enelyn Vanderhoop from British Columbia gives several demonstrations on Naaxiin weaving techniques. |
November 2010
First Nations Weaver Brings Canadian Culture to Educators in the Region
In early November Canadian master weaver Evelyn Vanderhoop provided a series of programs at the University of Washington’s Burke Museum. During her residency, Ms. Vanderhoop demonstrated the Naaxiin (or Chilkat style) technique of weaving to school groups and the public and conducted an in-depth workshop for teachers and experienced weavers.
Evelyn Vanderhoop is from Masset, British Columbia, and comes from a long line of Haida weavers, including her grandmother Selina Peratrovich and her mother, Delores Churchill. She is one of only a handful of weavers who have mastered the skills required for Naaxiin weaving.
Ms. Vanderhoop talked with over 200 people during her stay, including 22 elementary students and chaperones from Tera Schreiber's Homeschool Group of Seattle, and 20 students and parents from Lorie Woods' 5th grade class from St. Joseph Marquette, Yakima. She explained, “Ravenstail and Chilkat weaving share several varieties of twining and surface braiding, although they differ in pattern, construction, weight, and composition of the warp. Both are used for robes, dance aprons and other ceremonial regalia and both types of weaving originally used wool from mountain goats. Contemporary weavers now substitute sheep wool. Traditionally, ranking members of clans and house groups wore these robes during dances or when officiating at ceremonies.”
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| A group of local educators enjoy an all-day workshop with Vanderhoop. |
On Saturday morning, 13 experienced weavers and local teachers were treated to a rare opportunity to attend a hands-on workshop in this almost forgotten style. Each started a small weaving of their own, and many lingered into the afternoon to soak up every bit of knowledge from this living treasure and great ambassador of Canadian culture.
This project was supported, in part, by funding from the Center’s Title VI grant, US Department of Education, Office of International Education Programs Service.
October 2010
K-12 Study Canada Activities
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| Tina Storer (second from left) with Karen Palmarini, Canadian Consulate of Canada, Denver, at the 32nd Annual K-12 STUDY CANADA Institute in Whistler, British Columbia, June 2010. In front, educator participants, Anastasia Sunday from Colorado, and Tom Cambisios, from Ohio |
In October, Tina Storer, Education and Curriculum Specialist at the Center for Canadian-American Studies (WWU) exhibited K-12 STUDY CANADA exhibited resources onbehalf of the National Resource Center (NRC) for Canada at the Idaho Council for History Education (ICHE) conference in Boise, Idaho as well as the Washington State Council for the Social Studies Fall In-Service at Edmonds-Woodway. At the ICHE conference, the executive director of the National Council for History Education, Peter Seibert, invited Tina Storer to write a regular column for the organization's History Matters! publication. This will be an exciting new avenue for our NRC to encourage greater connections to Canada in history classrooms particularly. In addition, numerous educators signed up to join the NRC's "Canada Listserv" to receive regular emails (September-June) about recommended resources for teaching about Canada in K-12 classrooms at these two conferences as well as at a NRCs on Canada exhibit at the recent National Council for Geographic Education conference in Savannah, Georgia.
The K-12 STUDY CANADA portal is a joint project by our NRC. See http://www.k12studycanada.org/.
The UW Canadian Studies Center joins with the Center for Canadian-American Studies at Western Washington University (WWU) in Bellingham to create a federally supported Pacific Northwest National Resource Center (NRC) on Canada. For more information on the Center for Canadian-American Studies at WWU see http://www.wwu.edu/canam/.
September 2010
K-12 STUDY CANADA in Vancouver and Whistler
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| The K-12 STUDY CANADA Summer Institute celebrated its 32nd year in Vancouver and Whistler this summer. Participants and presenters enjoy their last day in Whistler. Said one participant, "Out of all the programs, courses, and degrees that I have worked on, this course is by far the best." |
This summer, the Pacific Northwest National Resource Center on Canada (Center for Canadian-American Studies, Western Washington University, and the UW Canadian Studies Center) held its 32nd annual K-12 STUDY CANADA Summer Institute in Vancouver and Whistler, British Columbia. The week-long institute served twenty K-12 educators from across the US, including Colorado, Ohio, South Carolina, Montana, Georgia, California, Michigan, Virginia, and Washington.
This year, the program featured Joël Plouffe, WWU’s Visiting Scholar of Québec Studies and doctoral candidate at the University of Québec, Montréal. Joël, a scholar of Arctic geopolitics, provided the presentation, “A Portrait of Québec: Its History, People, and Politics.” Other presentations ranging from Canadian politics to economics to geography and history were provided by Karen Palmarini from the Canadian Consulate in Denver; WWU faculty Don Alper, Paul Storer, David Rossiter, Cecilia Danysk, and Tina Storer; and UW’s Nadine Fabbi. Field trips included tours of the 2010 Olympic Commerce Centre, Stanley Park, and downtown Vancouver, as well as the Squamish Lil’wat Cultural Centre in Whistler.
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| Tina Storer (second from left), Institute program coordinator, with Summer Institute participants and beautiful downtown Whistler in the background. |
The program, which will move to Ottawa in 2011, is the premier institute on Canada in the US. Participants enjoy one week of intensive presentations, field trips, and assistance with curriculum development. (Many curriculum projects are also available on the K-12 STUDY CANADA website.) Educators receive university credits or Washington state clock hours for attendance and completion of projects. As one 2010 participant stated, "Hands down, this was the best teacher workshop I have attended!"
Information about the 2011 Institute, A Capital View of Canada: Nations within a Nation, is also available online at: www.k12studycanada.org/scsi.asp
The Institute is coordinated by Tina Storer, Education and Curriculum Specialist, and Don Alper, Director, at the Center for Canadian-American Studies, Western Washington University.
The K-12 STUDY CANADA Summer Institute is supported by a National Resource Center Title VI grant and an Outreach Grant from the Government of Canada.
July 2010
34th Annual STUDY CANADA Summer Institute for K-12 Educators
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U.S. Ambassador to Canada, David Jacobson, with Institute participant, Diana Mackiewicz, Eagle Hill School, Massachusetts. (07/12) |
I have participated in many professional development programs, both in the U.S. and around the world, and this is by far the best program! I enjoyed STUDY CANADA every single day and learned more than I could have imagined. Not only did I fall in love with Canada but I have also been inspired to teach it extensively in my classes. My students (and colleagues) will no longer have ignorance when it comes to our northern neighbor – they will come to value and appreciate Canada just as I have! – John Baldridge, Oklahoma
Once again the STUDY CANADA Summer Institute was a phenomenal experience! The content lectures were extremely informative, the guest presentations were enlightening and the special events were extraordinary. I am inspired to share the experience with colleagues to promote the teaching of Canada throughout the state. You have planned and organized a wonderful institute! Thank you! – JoAnn Trygestad, Minnesota
Once again, indeed, the 34th Annual STUDY CANADA Summer Institute for K-12 Educators was a fantastic success. “STUDY CANADA,” the Pacific Northwest National Resource Center on Canada’s annual professional development workshop, has been offered by the Center for Canadian-American Studies, Western Washington University, for the last thirty-four years and hosted in Canada since 2006.
First offered in 1978, 2011 marked the first year that STUDY CANADA was hosted in Ottawa, Ontario, with a daytrip to Montréal, Québec and used the thematic “A Capital View of Canada: Nations within a Nation” reflecting additional program content on Canada’s diverse regions and peoples. Fifteen participants registered for the program in 2012 and learned from distinguished Canadians throughout the week – a blend of university faculty from University of Ottawa, University of Québec at Montreal and Western Washington University as well as government officials from a variety of Canadian federal ministries and notable dignitaries such as the U.S. Ambassador to Canada, David Jacobson, the former Premier of Québec, Bernard Landry, and Member of Parliament for Ottawa-Orleans, Royal Gallipeau.
Program activities enriched teachers’ knowledge about Canada’s history and culture and served to make their STUDY CANADA experience “a perfect week!” These special activities included walking tours of both Parliament Hill in Ottawa and the “Vieux Port” in Montréal, private tours at the Supreme Court of Canada, the House of Commons and Senate, the Museum of Civilization as well as a cultural evening with traditional Quebec music at the Sucrerie de la Montagne in Rigaud, Québec. The capstone to the week of professional development was a group dinner in Ottawa supported by Herff-Jones Nystrom that was followed by a public viewing of the sound and light show “Mosaika” on Parliament Hill, where “the themes from our week together resounded” and served as a “a great ending to a great workshop” according to participant evaluations.
STUDY CANADA 2012 participants represented twelve states and a range of classroom experience, from elementary to secondary levels of education. Their evaluations unanimously indicated that STUDY CANADA not only provided a strong foundation for teaching about Canada but that the experience had profound personal and educational impacts that will be reflected in classroom curricula for the future.
Evaluations indicated that regardless of how much or how little attendees knew about Canada, the program taught them far more than was expected and was, as indicated earlier, awarded an impressive 99% grade overall. “I couldn’t have asked for a better week. Every aspect of the program was well planned with a variety of activities and speakers. The amount of resources exceeded my expectations… an absolutely wonderful experience!” Notably, all attendees intend to include Canada in their curriculum in more ways than originally anticipated and will submit curricula for posting on the www.k12studycanada.org website.
The Center for Canadian-American Studies at Western Washington University gratefully acknowledges program funding from the US Department of Education (Title VI) and the Government of Canada’s Department of Foreign Affairs and International Trade. Additional program support is appreciated from the Université du Québec à Montréal and Herff-Jones Nystrom. In addition, support for teacher scholarships from the Canadian Studies Center in the H.M. Jackson School of International Studies at the University of Washington as well as Greg Boos and the Pacific Corridor Enterprise Council (PACE) is appreciated.
Program
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June 2010
Canada and the American Curriculum: A Conference on State and National Perspectives on Canada in the US K-12 Curriculum
by Will Linser
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| From left: Tina Storer, Nadine Fabbi, Will Linser, Kelly Martin, Don Alper, and Amy Wilson |
Will Linser is President of the Washington State Council for the Social Studies and a high school social studies teacher in the Bellevue School District.
How often have you thought about the relationship between Canada and the United States and how important that relationship is? According to a 2010 study commissioned by the Embassy, based on 2008 data, 8 million US jobs depend on trade with Canada. Canada is also the United States’ largest supplier of imported energy.
On May 24 and 25, I attended the Canada and the American Curriculum: A Conference on State and National Perspectives on Canada in the US K-12 Curriculum. I was invited by the Canadian Studies Center at the University of Washington because of my leadership in social studies education in Washington State. The purpose of the conference was to work toward the goal of ensuring American students learn more about Canada through the K-12 curriculum and ensure that our students have a deeper understanding of our neighbors to the north. Without a doubt, this would improve Canadian-US relations.
We are fortunate in Washington state that we have the University of Washington’s Canadian Studies Center and the Center for Canadian-American Studies at Western Washington University. When Dr. Christopher Kirkey, Director of the Center for the Study of Canada at the State University of New York College at Plattsburgh, presented during a session on "The K-12 National Directory on Canada: A Profile," it was quite obvious that we have done some great things in Washington state regarding Canada and including it in the K-12 curriculum. It is not required, but it is an excellent option for K-12 educators to use the resources, lessons, and classroom-based assessments in their classrooms.
Ms. Nadine Fabbi, Associate Director of the Canadian Studies Center at the University of Washingotn, and Ms. Kelly Martin, Social Studies and International Education Program at the Washington state Office of Superintendent of Public Instruction (OSPI), were on a panel on "State Perspectives on K-12: Canada and the American Curriculum." They talked about what we have been doing in Washington state and what more we can do.
Amy Wilson, International Education Programs Service and program office for Canada, served on a panel outlining the purposes of the conference. The keynote address, "Canada and International Education in the United States," was provided by Mr. Andre W. Lewis, Deputy Assistant Secretary for International and Foreign Language Education in the United States.
Where do we go from here? I have promised that the Washington State Council for the Social Studies will continue to support the teaching of Canada in the K-12 curriculum. This includes our Fall In-Service in Edmonds in October, the K-8 conference in late January/early February, and the spring conference in Chelan in March. We will also continue to promote UW’s and WWU’s "K-12 Study Canada" programming.
This project was supported, in part, by funding from the Center’s Title VI grant, US Department of Education, Office of International Education Programs Service.
Spring 2010
K-12 Leadership Conference in Chelan
by Kinda Kilgore
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| Kindra Kilgore |
Kindra Kilgore, a Teacher Associate of the Henry M. Jackson School of International Studies and K-12 STUDY CANADA, presented at the Washington State Council for the Social Studies conference in Chelan.
Ever wondered how to fit social studies into a crowded language arts curriculum? With all of the emphasis on reading and writing scores, social studies is often left out of the equation. Kindra Kilgore has found a way to bring both language arts and social studies into her 7th grade Humanities curriculum by using literature circles to ignite student interest and prepare for the Dig Deep Classroom- Based Assessment.
Kindra uses the K-12 STUDY CANADA resource, Canada, Northern Neighbor, developed by our consortium partners at the Center for Canadian-American Studies at Western Washington University, as a foundation for instruction. Students work in cooperative groups to research the many geographical aspects of Canada. She then has students work in groups to read historical fiction written for young adults. Students research Canadian historical events through the novels. Individually, the students write research papers about these events to address the state CBA requirements. Finally, they present their research in groups using technology as a tool.
Participants in Kindra’s sessions at WSCSS commented that this form of instruction could work at any level and with any subject. One participant, who teaches social studies at the high school level, mentioned that this would help him work more closely with his partner teacher, who teaches English. They would be able to work together to create one integrated unit for both classes.
To learn more about using young adult historical novels in your classroom, you can find Kindra Kilgore’s power point presentation and materials on the Canadian Studies Center website.
This project was supported, in part, by funding from the Center’s Title VI grant, U.S. Department of Education, Office of International Education and Graduate Program Services.
Spring 2010
Film Series Closes with Canadian Film, Breakfast with Scot
by Natalie Debray
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| Natalie Debray |
Natalie Debray is a lecturer in the Communication Department. She teaches courses on media in Canada and Québec.
The Henry M. Jackson School of International Studies National Resource Centers teamed up to offer an international film series, SMAK (See Movies at Kane). The series consisted of Thursday evening film screenings, held each week during winter quarter, and included films from around the world. The final film of the series, Breakfast with Scot (2007), is a comedy hailing from Canada.
Canada is a pioneer in gay rights, and Québec was the first in the world to pass anti-discrimination laws based on sexual orientation, in 1977. In 1999, the Supreme Court of Canada determined that gay and lesbian couples should have the same rights as heterosexual common law couples. As equality issues for gay, lesbian, bisexual, and trans-gendered individuals increase in social prominence across Canada, this theme became reflected in film. Breakfast with Scot is the coming of-age story of a boy coming to terms with his sexual orientation, set against the backdrop of the heart and soul of Canadian identity—hockey.
Breakfast with Scot is the first film with gay themes to be officially sanctioned by the National Hockey League (the NHL logo and the uniforms of the Toronto Maple Leafs are featured in the film)—no small feat for a sport broadly associated with machismo and brawn. As Scot comes of age, perhaps finally so does Canadian film, transcending language, regional differences, and cultural policy to appeal to audiences the world over.
This project was supported, in part, by funding from the Center’s Title VI grant, U.S. Department of Education, Office of International Education and Graduate Program Services.
Winter 2010
Une journée à la québécoise au coeur de Seattle
by Karen Boschker
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| Thierry Giasson, professeur à Université Laval et professeur invité Pacific Northwest-Québec Initiative en 2007, et Karen Boschker, enseignante de français à Issaquah, avec une réplique du Traité de la Grande Paix de Montréal. |
C’était un beau samedi d’automne. Le soleil était au rendez-vous et de nombreux partisans des Huskys convergeaient sur l’Université de Washington. Vêtus de pourpre et d’or, les couleurs de l’équipe de l’université, ils étaient venus assister au match de football. Toutefois, dans un autre coin du campus, des professeurs de français se réunissaient pour participer à une journée francophone à la québécoise: la nouvelle édition de l’Atelier sur le Québec, organisé par le Centre d’études canadiennes de UW. Thierry Giasson, de l’Université Laval, qui était venu leur parler du Québec dans le cadre de cette nouvelle édition de l’atelier, allait également leur servir de guide tout au long de la journée. Il a commencé par raconté l’histoire politique qui a transformé le Québec de province de la France en Amérique en une nation française d’Amérique - un people doté d’une identité unique animée par son attachement à la préservation de la langue française en Amérique. Puis, il a tracé le portrait de la culture populaire québécoise, qui est dynamique et très appréciée des citoyens. Cette séance multimédia présentait les chansons du grand Félix Leclerc et de la chanteuse contemporaine Coeur de Pirate, de même que la poésie de Michèle Lalonde. Les extraits sonores de ces oeuvres sont d’ailleurs disponibles sur Internet. J’ai ensuite partagé les matériaux pédagogiques du stage que j’ai réalisé en 2007 à l’École de français de l’Université de Montréal. Enfin, Louis Léger, enseignant en musique, et son fils Devon, ethnomusicologue, nous ont fait chanter des chansons à répondre qui ont été popularisées dans le Québec francophone. L’atelier s’est conclut par un concert de La Famille Léger, qui se spécialise dans la musique traditionnelle québécoise et acadienne.
This workshop was supported, in part, by funding from the Center’s Title VI grant, U.S. Department of Education, Office of International Education and Graduate Program Services and by the Québec Government Office in Los Angeles.
Spring 2009
Native Voices Alum Presents at Documentary Film Workshop
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| Rosemary Gibbons, a Mimbres Apache / Chicana, is a co-founder of the Boarding School Healing Project and an active member of Incite Women of Color against Violence. Her film, A Century of Genocide in the Americas, captured the best documentary short award at the 2003 San Francisco American Indian Film Festival. |
The Canadian Studies Center recently partnered with the Native Voices program and the other Jackson School Outreach Centers to bring the first Native Voices alum, Rosemary Gibbons, back to Seattle to discuss her award-winning documentary film, A Century of Genocide in the Americas: The Residential School Experience, at the Ninth Annual Documentary Film Workshop: Coming of Age in a Changing World.
The workshop brought together 45 K-16 educators from throughout the Pacific Northwest to analyze and discuss the uses of international documentary film in K-16 curriculum, and featured the films Persepolis, Young and Restless in China, and A Century of Genocide in the Americas. The keynote speaker of the event, Diana Hess, opened the day by framing documentary film as “perspective-laden narratives." The workshop was facilitated by Daniel Mirsky from the College of Education.
A Century of Genocide in the Americas is a poignant and painful look at the attempts to assimilate First Nations children at the turn of the twentieth century, resulting in families being split up, children losing their language and heritage, and widespread sexual abuse. After discussing this painful past, the film looks forward and focuses on healing practices now being utilized in Canadian communities, ending on a positive note. The film was well-received by the educators and they expressed a keen interest in being able to hear firsthand what Rosemary experienced in creating the film, and in using the film (of which every educator received a copy) in their classroom.
Rosemary Gibbon’s presentation and the Ninth Annual Documentary Film Workshop were made possible, in part, from the Center’s Title VI grant, US Department of Education, Office of International Education and Graduate Program Services and by the Native Voices Program.
| Canadian Studies Center | |
| University of Washington | |
| Box 353650 | |
| Thomson Hall, Room 503 | |
| Seattle, WA 98195-3650 | |
| T (206) 221-6374 | |
| F (206) 685-0668 | |
| ► | canada@uw.edu |