And He Passes By!

At times, an image makes the best—and fastest—impression. This example fits that scenario exactly. When I wanted to make a statement quickly, I have used this example. It can be done is as little as 10 minutes or as long as 30 minutes, depending on the time available. The materials can be originals or reproductions.

Using the scenario of the History class about Canadian Federalism, I have provided a political cartoon and the cartoon embedded in the newspaper alongside the editorial. The lesson is “historical research = questioning evidence”.

Ingredients:

Political cartoon entitled, ‘And He Passes By!’, drawn by Donald McRitchie and published in 1926. Original when possible

Copy of the Halifax Herald, 3 April 1926, Editorial on page 5, with the cartoon embedded. Original when possible

Set of questions

Method

Preparation time: 10 minutes

Exercise time: 10-30 minutes, as appropriate

1.      Distribute the cartoon and the editorial, allowing the students time to review the material in small groups. Explain briefly that in the 1920s, Cape Bretoner Donald McRitchie drew political cartoons that were published by the Halifax Herald. Also explain that this historical evidence must be questioned.

2.      Distribute the following questions to the groups:

·         Why was this document created?

·         Does anything about the source surprise you?

·         What do you wonder about this resource?

·         How does this source fit with the theme of Canadian federalism?

3.      Allow time for the students to work with the material and think about the questions.

4.      Open the discussion to the larger group.

5.      In a conference setting, follow up this exercise with the question, “Why should a third year history class seek out these particular resources to learn more about the history of federalism in Canada?”, and continue the discussion.

Thoughts from my Gardens

Finding examples that bridge archives and science is a challenge. This example was a deliberate attempt to demonstrate that archives hold material that may be relevant to 'non-traditional' disciplines, such as biology. Using the scenario for the Flora of Nova Scotia, this activity was developed specifically for a conference to show that teaching with primary sources can be creatively extended to the sciences.

Ingredients:

Original papers from one fonds, that of gardener Asta Antoft: a booklet, the booklet’s manuscript, articles, letters, advertisements, and letters. Use other items from the fonds, if appropriate

Method:

Preparation time: 30 minutes

Exercise time: 35-50 minutes

1. Distribute the materials, allowing the students time to review them as a group activity. Explain that Asta Antoft, wife and mother, left Denmark for Canada in 1930, and spent a lifetime becoming a master gardener.
2. Distribute the following questions to the groups:

·         What is the date(s) of this material?

·         What do I expect of this title(s)?

·         What is the purpose of this research?

·         What is the intended audience of the material?

·         What is one spark-point or one thing that you have learned?

·         Select an item. Is this a primary or secondary source? Defend your choice.    

Allow time for the students to work with the material and think about the questions.

4. Open the discussion to the larger group.
5.  In a conference setting, follow up this exercise with the question, “Why should a third year biology class seek out these particular resources to learn more about the flora of Nova Scotia?”, and continue the discussion.