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Official Blog of the Chilliwack Museum and Archives

Posts Tagged ‘history education’

Victorian Traditions at the Chilliwack Museum

Posted on: November 14th, 2019 by Sarah Belley

By Sarah Belley, Education and Engagement Coordinator

While the custom to “deck the halls with boughs of holly” far predate the Victorian Era (1837-1901), the Victorians were quite influential in the revival of the Christmas holiday and many of its traditions. Arguably the most popular Christmas story of all time is “A Christmas Carol”, which was written by Charles Dickens and published in 1843. Dickens managed to capture the essence of Victorian Era holiday rituals surrounding family, food, and most importantly, the generosity of spirit. Writers, musicians, and public figures of this era all played a role in shaping the customs we recognize today. Innovative developments stemming from the British industrial revolution also influenced numerous elements of Victorian society and culture.

This December, the Chilliwack Museum will host “Victorian Traditions”, an opportunity for elementary school classes to step back in time over 200 years to discover what life was like in the Victorian Era. How did these Victorian practices shape life in the Fraser Valley following the goldrush of 1858? Which of the customs changed, and which stayed the same? How are traditions important in our own families today?

Students will experience a festive gathering of music, games, crafts, and a tasty candy confection from Chilliwack’s very own Dickens Sweets and British Museum. Guided programs run for 75 minutes from November 25th to December 18th, and the cost per class of 22 students is $60.

Call to book: 604-795-5210 (ext 103)

The Chilliwack Museum and Archives wishes everyone a happy holiday season!

To ‘do’ History

Posted on: July 19th, 2016 by Stephanie Clinton

This past week I attended the Historical Thinking Summer Institute at the Museum of Vancouver. The course is intended for both museum professionals and teachers to explore The Big Six: Historical Thinking Concepts by Peter Seixas and Tom Morton. The book encompasses a shift in the way that museums and educators look at teaching and learning about history. In place of learning ‘the facts’ of history through textbook rote learning, students are being asked to ‘do’ history. This means actually acting as the historians themselves and constructing their understanding of history through the historical thinking concepts.

What are the Big Six?

Seeing historical thinking in action at the Gulf of Georgia Cannery in Steveston.

Seeing historical thinking in action at the Gulf of Georgia Cannery in Steveston.

Each of the concepts look at different aspects of constructing an history. They are Historical Significance, Evidence, Continuity and Change, Cause and Consequence, Historical Perspective and the Ethical Dimension.

Each concept has separate guideposts which illustrate how to work with them and also offer potential teaching strategies when approaching them with learners. All of the concepts work together to help learners begin to think like an historian. The interpretation of both primary and secondary sources (Evidence) is central to all of the concepts.

What does this have to do with museums?

Although historians and curators may use the historical thinking concepts, the process and skills that are used to put histories, exhibits together have not always been transparent. By sharing this process and helping to teach others to ‘do’ history themselves, museums and archives can open their collections to further understandings and interesting collaborations with the communities they work with.

Embracing the historical thinking concepts

This past week was filled with inspiring conversations with both museum professionals and teachers alike. The potential (and need!) for collaborations amongst teachers, museums, universities and so on stood out. We have a common interest and passion for history education and there are many ways we can better work together.

Using low-tech and hi-tech teaching strategies for an exhibit based historical thinking game!

Using low-tech and hi-tech teaching strategies for an exhibit based historical thinking game!

As part of our course, we were asked to work in groups, to come up with ideas on how to encourage and incorporate the historical thinking concepts into our practice, whether in the classroom, for a museum program or as an exhibit. Our group took a game-based approach and came up with an exhibit based game which had students thinking critically about primary sources, historical significance and perspectives.

There are so many great ideas and ways to bring historical thinking into museums. Leaving this course left me feeling inspired and enthusiastic to bring these ideas into my work here.

You can check out some of the photos and thoughts shared at this year’s institute with #HTSI2016.