1. How “Doing History” Relates to Why Study History?
Risa Gluskin
Gluskin.ca

2. Doing History: Research, Website
Daniel Ross, Public Outreach Coordinator, Active History
History has a role to play in people’s daily lives; supposed to be collaborative.
Students need to learn how to think critically AND learn the content of what happened in the past.

3. Doing History: Publishing, Teaching
Merna Forster, author, Great Unsolved Mysteries in Canadian History (at University of Victoria) and Heroines
On Advisory Council that reviewed nominees for new woman on $10 bill (whittled down to 461).
Motivate students to be excited about studying Canadian history and increase enrolment in post-secondary history programs.

4. Doing History: Heritage
Madison Hamilton, Program Coordinator, Ontario Heritage Trust
Gained so much experience through studying history: making arguments (succinct ones)
Transferable skills: leadership, communication, planning.

5. Doing History: Broadcasting
Christine Lee, Senior Acquisitions Officer, TV Ontario
A broadcasting person who acquires programming that explains how we got to here from our past context, or living history which is fun but does the same job.
Forgotten moments too – dig stuff up.
Facts and entertainment need to balance.

6. Doing History: Archaeology
Claire Milligan, Archaeological Researcher, This Land Archaeology, Inc.
Undergrad in history taught her how to research, how to be a detail oriented person and not miss important small stuff
Learn how to learn.
Can apply this to any job, including researching the company one is trying to get hired into.

7. Doing History: Museum
Timothy Grove, Chief of Museum Learning, Smithsonian National Air and Space Museum and Co-Founder of History Relevance
Background in journalism and public relations.
History Relevance to balance out STEM (a strong brand).
Concern with society’s lack of critical thinking skills – there’s a process of history – interpretations change, we don’t just have one set of set facts.

8. Doing History: Economics
Erika Shaker, Director of Education and Outreach, Canadian Centre for Policy Alternatives
Doesn’t want to see teaching/education sold as a commodity – loses the importance of critical thinking.
“But I prefer to say that if we don’t learn from our history, we have no clear measure of whether we’re making progress—and according to whose definition.”

9. Doing History: Chiropractor
David Town, author and chiropractor, Orillia
Has written books about local institutions and sports figures.
History is about understanding today.
Wishes more young people would love it.

10. Why Fewer Students Choose History Courses in High School
Risa’s thoughts

11. Competition from other course areas (e. g
Competition from other course areas (e.g., science, social science and business).
Limited space in cramped schedules: “I would if I could”.
Perception of more lucrative and direct career options in other areas (e.g., computers, engineering, law, psychology), combined with lack of awareness of how history can contribute skills needed in other career options (e.g, research in journalism, awareness of context in law and politics, critical thinking in science and computers).

12. General emphasis on short-term thinking in society – convenience seems to be the primary motivator driving many students. Why would they want to engage in something that requires them to think deeply? Or to follow a long train of events (as history is often perceived)?
Fewer role models (celebrities, notable figures) of people who have been successful through studying history.
Decline in literacy levels – history requires reading and writing. Students are often looking for “bird” courses to fill in spaces on their timetable.

13. Peer influence; if their friends don’t take history, why would they?
History has no brand and is not promoted effectively as a worthwhile pursuit.
History is seen as an option but not as a requirement for anything (other than getting through the one mandatory course for graduation).