Historical Context: Balcarres Teacher Recognized With National Teaching Award

By: Rod Drabble, STF Communications

History lives with and within Michele Schwab’s students at Balcarres Community School.

The school’s enrolment is approximately 96 percent Indigenous students from the Little Black Bear, Star Blanket, Okanese and Peepeekisis First Nations and surrounding towns. For these students, the knowledge, culture and experience of Indigenous people is more than just history; it’s an integral part of their life.

“My students are gifted with having people in their community willing to share history with them firsthand,” Schwab says. “My students are able to access information that other students have to seek in textbooks or the internet; [they] hear it straight from people who have lived through the history. That allows them the opportunity to see a truth and a real side of history, and I believe that that is why my students are going to be the generation that pushes forward with true reconciliation in our country.”

Schwab, a teacher at Balcarres for 26 years, was honoured last fall with the 2024 Governor General’s History Award for Excellence in Teaching. The award recognizes her commitment to fostering authentic, real-world learning that allows students to build intergenerational connections within their community and discover the history and stories that have played a role in shaping their identities.

“Teaching with a historical perspective involves integrating instruction with historical context. I aim to deepen students’ understanding of literature and history that shaped their identities by exploring the social, cultural and historical factors and then offering opportunities for critical thinking and reflection,” she says.

The award, which recognizes teachers for innovative and impactful approaches to teaching Canadian history, is presented by Canada’s National History Society.

As part of a semester-long project, a group of 48 students from Grades 9 to 12 interviewed Indigenous kêhtê-ayak (old ones), community leaders and knowledge carriers in their communities and used the stories and information from those interviews to create art and expository, persuasive or explanatory pieces of writing. From there, students collaborated to publish a 64-page magazine that shared those stories, opinions and ideas.

“The motivation for the magazine was to capture the stories of our Elders and build community with youth and Elders,” Schwab says. “History has not paid attention to the way that nêhiyaw (Cree) people pass on their history; their stories are grounded in oral tradition. Their way of learning came from observation and listening; they needed to have a good memory to remember their experiences. Oral history was passed from generation to generation through action and role modelling; thus, my students were engaged in the process and learning lessons beyond the classroom. They are now the keepers of the stories and as such have a responsibility to share and preserve that knowledge.”

Schwab, who teaches high school English language arts, psychology, photography and graphic arts, believes historical perspectives can be successfully integrated in all subject areas, providing opportunities to foster critical thinking and deepen students’ understanding of the social, cultural and historical factors.

“Students need to be educated on both the glorious and scandalous history of Canada. We have been fed a predominately colonial view of history, which often leaves out the diverse perspectives of Canada,” she says.

“I choose representative literature so students can see themselves in the literature that I teach. Writing assignments encourage my students to connect literature to historical themes and events. I integrate multimedia resources, such as historical photographs, artwork, music or film clips to enhance students’ understanding of the historical context surrounding literary works. I utilize modern forms of oral history including song lyrics and music videos. These diverse media sources provide additional layers of meaning and stimulate critical thinking.”

The magazine project provided students with an authentic experience that required them to go beyond classroom-based learning. Through the interview process, students developed relationships with people in their communities and engaged in discussions about history and real-life issues. They learned how the events and actions of the past directly affected members of their family or community and about the continuing intergenerational impact on their own lives.

Interviews with knowledge carriers supported the oral tradition of passing history to the next generation, and the guidance of a kêhtê-ayak emphasized Indigenous worldview and ways of knowing, which deepened students’ identity and pride. The gift of stories and knowledge also came with a question for students: what could they do with that knowledge?

For one Grade 12 student, interviewing her grandmother about the File Hills Farm Colony – an ill-conceived social experiment between 1898 and the 1940s that caused Indigenous families to become detached from their homelands – represented a generational passing on of knowledge. By possessing this knowledge, Schwab says, the student feels it is her place to make sure it is not forgotten.

“This was an intricate project, which allowed the students to reclaim some of their history and knowledge of their ancestors. This project allowed students to deepen their identity and pride in transformative ways. Students and caregivers gained a sense of pride in sharing the stories of their relatives and community members. This created a bond between present and past generations, fostering a strong transfer of knowledge.”

Schwab feels blessed to be among teaching colleagues and community members who support her ideas and classroom environment. The magazine project had a significant impact on students and contributed to reconciliation efforts within the school and wider community, and the contributions of Elders and families who shared knowledge and experiences with students helped make the project a success.

Approaching history firsthand and delving into issues that can hold deep personal and cultural significance is challenging for both students and their teacher, Schwab acknowledges. Building a relationship with students and creating a welcoming and accepting classroom is essential when it comes to tackling subjects such as the Truth and Reconciliation Commission of Canada’ Calls to Action or the National Inquiry Into Missing and Murdered Indigenous Women.

“Some of these topics are still considered taboo, and for them to be addressed in an honest and genuine way, students need to feel confident and comfortable to offer their opinions, ask questions and be vulnerable,” she says. “I pride myself on having a safe space for students, one where they know they can express their opinions, even if they differ from the norm or in a way that is raw and emotional.”

The magazine project responds directly to the lives and experiences of the students and communities served by her school. While other schools may not have the same educational or cultural dynamic, Schwab thinks there are opportunities to share this kind of authentic learning with students of all backgrounds and experiences.

“For this process to be successful, educators must reach out and make a connection with Indigenous knowledge carriers or Elders that are near to their area. Indigenous people are warm, welcoming and want to share their knowledge, history and worldview. Don’t be afraid to be uncomfortable,” she says.

“Students need to engage critically and respectfully with the knowledge shared by Indigenous Elders. They need to have an understanding of historical content and thinking skills through the lens of Indigenous oral histories and be respectful of Indigenous ways of knowing and protocols. Students will have to overcome their own inhibitions and understand that there may be moments where their ideals and beliefs are challenged.”

Schwab believes that providing students with the chance to engage with history and know their stories will help create the next generation of knowledge carriers. By sharing their knowledge with students, Elders have entrusted them with the responsibility for keeping those stories alive. The challenge for students is to accept that responsibility and determine what it means to them. Their teacher believes they are up to the task.

“Each time you begin a project, you cannot begin to imagine the profound impact it has on the students and community. This project, difficult in its execution, inspired a sense of place and belonging among our students. Students were gifted the stories and knowledge of their relatives and other members of their communities, and from this were asked what they would do with that knowledge,” she says.

“My students came to realize that they have a responsibility to share their history and to help educate the wider world on issues impacting Indigenous people. The students embraced the true definition of reconciliation. They must keep the history alive so that the stories are not lost and continue to be relevant for generations to come.”

With Canada’s History Society files.

From Saskatchewan Teachers’ Federation Bulletin – Spring 2025