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Eleven chapters explore the African presence in Nova Scotia, and range from topics such as the influence of the church and the African United Baptist Association (AUBA); pioneers in publishing, law, politics and business; the legacy of Africville; heroes of sports, military, arts, and volunteer activism. Includes 117 black and white photos.
The scandalous history of neglect, abuse, and exploitation at a residential school for children—and the ongoing effects in the decades since it closed. In Indian School Road, journalist Chris Benjamin tackles the controversial and tragic history of Canada’s Shubenacadie Indian Residential School, its predecessors, and its lasting effects, giving voice to multiple perspectives for the first time. Benjamin integrates research, interviews, and testimonies to guide readers through the varied experiences of students, principals, and teachers over the school’s nearly forty years of operation, from 1930 to 1967, and beyond. Exposing the raw wounds of the twenty-first-century Truth and Reconciliation Commission, as well as the struggle for an inclusive Mi’kmaw education system, Indian School Road is a comprehensive and compassionate narrative history of the school that uneducated hundreds of Aboriginal children.
Before it was known as Nova Scotia, the province formed part of Mi'kma'ki and then of Acadie. This book provides a concise history of the province to the beginning of the 21st century.
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 1, Origins to 1939 places Canada’s residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. In post-Confederation Canada, the government adopted what amounted to a policy of cultural genocide: suppressing spiritual practices, disrupting traditional economies, and imposing new forms of government. Residential schooling quickly became a central element in this policy. The destructive intent of the schools was compounded by chronic underfunding and ongoing conflict between the federal government and the church missionary societies that had been given responsibility for their day-to-day operation. A failure of leadership and resources meant that the schools failed to control the tuberculosis crisis that gripped the schools for much of this period. Alarmed by high death rates, Aboriginal parents often refused to send their children to the schools, leading the government adopt ever more coercive attendance regulations. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. By the period’s end the government was presiding over a nation-wide series of firetraps that had no clear educational goals and were economically dependent on the unpaid labour of underfed and often sickly children.
The province's premier journalist tells the story he was born to write. No journalist has travelled the back roads, hidden vales and fog-soaked coves of Nova Scotia as widely as John DeMont. No writer has spent as much time considering its peculiar warp and weft of humanity, geography and history. The Long Way Home is the summation of DeMont's years of travel, research and thought. It tells the story of what is, from the European view of things, the oldest part of Canada. Before Confederation it was also the richest, but now Nova Scotia is among the poorest. Its defining myths and stories are mostly about loss and sheer determination. Equal parts narrative, memoir and meditation, The Long Way Home chronicles with enthralling clarity a complex and multi-dimensional story: the overwhelming of the first peoples and the arrival of a mélange of pioneers who carved out pockets of the wilderness; the random acts and unexplained mysteries; the shameful achievements and noble failures; the rapture and misery; the twists of destiny and the cold-heartedness of fate. This is the biography of a place that has been hardened by history. A place full of reminders of how great a province it has been and how great—with the right circumstances and a little luck—it could be again.
"Africa's Children is a testament to one's heritage, a belief in one's ancestors, and a record of truth ... no told!" – Dr. Henry V. Bishop, chief curator, Black Cultural Centre, Dartmouth, Nova Scotia Chronicling the history of Black families of the Yarmouth area of Nova Scotia, Africa's Children is a mirror image of the hopes and despairs and the achievements and injustices that mark the early stories of many African-Canadians. This extensively researched history traces the lives of those people, still enslaved at the time, who arrived with the influx of Black Loyalists and landed in Shelburne in 1783, as well as those who had come with their masters as early as 1767. Their migration to a new home did little to improve their overall living conditions, a situation that would persist for many years throughout Yarmouth County. By drawing on a comprehensive range of sources that include census and cemetery records, church and school histories, libraries, museums, oral histories, newspapers, wills The Black Loyalist Directory, and many others, this is a history that has been overlooked for far too long.
This book reflects on how teachers and students use new technologies in classroom settings in order to improve the capacity of teaching and learning in history to successfully meet the challenges of the twenty-first century through a complex understanding of the relation between past and present. Key authors in the field from Europe and the Americas present a comprehensive overview of the central questions at the heart of the book. They contribute to this process of reflection by taking diverse methodological, pedagogical and conceptual approaches to analyse the ways in which digital tools could advance the development of historical comprehension in the fields of formal and informal history education in different settings as schools, museums, exhibitions, sites of memory, videogames and films. Drawing together a disciplinary diversity that approaches the topic from the viewpoints of collective memory, global history, historical thinking and historical consciousness, the book’s cutting-edge content offers interested academics and practitioners with a broad-based view on the current state of debate in this area, examined via theoretical exploration in-depth case analysis.
Organized by region, this edited collection provides a comprehensive look at how teacher education has evolved regionally and nationally in Canada. Offering an in-depth look at specific provinces and territories, this volume contextualizes the landscape of Canadian public education and the place of teacher education within it. Shedding light on the ways Canadian teacher education was shaped by and in turn influenced its environment, contributors evaluate the current state of education and consider themes, tensions, and historical developments, presenting a view of teacher education that encompasses both its future and its past. A significant contribution to the field of curriculum history, this book offers a benchmark for conversations about the purposes, means, and ends of teacher education in Canada.