Not Just The Story Of European Settlement: Teaching With Respect For Chinese Canadian And Indigenous History In BC

What would it be like to move forward for the next 150 years of Canada’s future with a history of its first 150 years that told a coherent and comprehensive story, one that involved all of the myriad of migrations that came to the indigenous territories of still-existing First Nations? How would this more accurate and respectful story of our past allow us to move forward with a common history rather than with disparate, incommensurable pasts that cannot coexist without conflict now and into the future? With recent research into the long history of relations between Chinese and indigenous people in BC, and the release of films such as Cedar and Bamboo and All Our Father's Relations, teachers can now teach BC history with a broader perspective that takes the multicultural diversity of the past into account, avoiding lessons that only focus on indigenous peoples before European settlement and barely mention their continued existence to the present day. With many recent learning resources created by teachers available online and enabling lessons that focus on critical thinking skills, multiple perspective taking, and the historical thinking skills that are now a part of provincial curriculum changes, it is possible to teach with respect to Chinese Canadian and indigenous history in appropriate ways.

Target Audience
Intermediate/Secondary (e.g. 4, 5, 6-12)

Language of Instruction

Sponsoring PSA
BC Association of Teachers of Modern Languages (BCATML)



Henry Yu

Henry Yu is an Associate Professor, Department of History at The University of British Columbia.

Sarah Ling

Sarah Ling is Academic Project Manager - Indigenous Focus, St. John's College and Student Housing and Hospitality Services with The University of British Columbia.

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