An analysis of the concepts of teaching Canadian history and Jack Granatstein's book "Who Killed Canadian History?".
Written in 2007; 1,267 words; 6 sources; APA; $ 42.95
Paper Summary:
This paper looks at whether or not the fragmentation of Canadian history over the course of time has been bad for Canada, as historian, Jack Granatstein suggests in his book "Who Killed Canadian History?" Ultimately, the author of the paper takes the view that Granatstein's book raises some worthwhile points, but fails to consider all the ways in which a new approach to teaching history has engaged minority students and compelled those in the majority to take a more thoughtful look at their own past.
From the Paper:
"Additionally, critics of Granatstein's work argue that he fails to appreciate that the proper role of education is not simply to give students dry "facts" but to teach them the skills they need to critically assess those facts and to arrive at their own conclusions after systematically amassing and analyzing the available evidence. Suffice it to say, proper teaching (at least in the social sciences) is about having students critically engage the "big" questions which will eventually confront them as voting adults; it is not about giving them questions which have already been answered."
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