Schram Family of Wainfleet Township documents, 1839-1901 (not inclusive)

George William Schram (1809-1885), son of Garrett Schram and Leah Van Etten, married Orpha Pearson on Nov.13, 1835. His son Marsena John Schram (farmer) was born in May of 1840, in Canada. He died on Nov. 17, 1926 in Wexford County, Michigan. He was married in 1867 to Sarah (1825-1887).Marsena married again on April 18, 1910 to Ann Clarinda Warner (1861-1924). He was working as a carpenter at this time. They had another son, William who was born about 1838 and he married Sabina Chambers on Jan. 21, 1862. The 1861 census for Wainfleet lists siblings of Marsena John Schram as Sarah J. (age 14), Georgiana (age 5), and William (age 21). The Schrams lived on Concession 5 and owned approximately 144 acres of land. David Thompson was born Feb. 4, 1873 and died Feb. 19, 1951. He married Sally Ann Wilson on Sept. 7, 1825 in Pelham. She died about 1840 in Indiana Ontario (near Cayuga). Lemuel Victor Hogue was born Dec.1, 1854 and died Jan. 12, 1929. He was married to Elizabeth Wills who was born Aug. 2, 1861 and died Mar. 8, 1926. Sources: http://www.findagrave.com/cgi-bin/fg.cgi?page=gr&GRid=99294842 http://wc.rootsweb.ancestry.com/cgi-bin/igm.cgi?op=GET&db=seadragon5&id=I91708

The 19th Century Tombstone Database Project Records, 1790-1890 (non-inclusive)

The 19th Century Tombstone Database project was funded by the program Federal Summer Youth Employment scheme in the summer of 1982 and led by Dr. David W. Rupp, a Professor at the Classics Department, Brock University. The main goal of the project was to collect information related to various cemeteries in Niagara region and burials that took place from 1790-1890. Data was collected and presented in the form of data summary forms of persons, tombstone sketches, photographs of tombstones, maps, and computer printouts. The materials created as a result of a research completed for the 19th Century Tombstone Database project are important as a number of the tombstones have been damaged or gone missing since the research was finished. Before Dr. Rupp retired from Brock University, he donated project materials to the Brock University Special Collections and Archives.

Christopher Newton Collection, 1955-1998 (non-inclusive)

Christopher Newton was born in England in June of 1936. He received his education at Sir Roger Manwood’s School in Kent, the University of Leeds, Purdue University in Indiana and the University of Illinois where he received his M.A. He founded Theatre Calgary in 1968 and was the artistic director there until 1971. He was appointed as the artistic director of the Vancouver Playhouse where he established the Playhouse Acting School with Powys Thomas. Mr. Newton has also performed and directed at Stratford Festivals and on Broadway. He became the artistic director at Shaw Festival in Niagara-on-the-Lake in 1979 and remained there for 23 seasons until 2002. Mr. Newton has many television, radio and film credits to his name as well as having written many stage plays. Mr. Newton has received honorary degrees from Brock University (1986), the University of Guelph (1989), Wilfrid Laurier University (1997) and Buffalo State University. He was made an Honorary Fellow at the Royal Conservatory of Music of Toronto (1993) and of Ryerson Polytechnic University (1995). He has won the Governor General’s performing arts award (2000), the Molson Prize and the Thomas DeGaetani Award from the United States Institute for Theatre Technology. In 1996 he was made an Honorary Life Member of the Association for Canadian Theatre Research and in the same year he received the M. Joan Chalmers Award for Artistic Direction. In 1995, he was made a Member of the Order of Canada and he won a Governor General's Performing Arts Award in 2000. Christopher Newton is currently the Artistic Director Emeritus at the Shaw Festival. Sources: http://www.shawfest.com/the-ensemble/christopher-newton/ http://www.thecanadianencyclopedia.com/articles/christopher-newton

The Kids Need Hip-Hop: Reengaging Students through Culturally Relevant Pedagogy

My thesis advocates for critically-conscious hip-hop in classrooms to promote student engagement and culturally relevant pedagogical practices. This proposed approach to educating youth offsets the harmful effects of a normalized curriculum that limits students’ creativity and discounts their experiences as lifelong learners. My thesis gathers data from research literature on hip-hop and education, critically-conscious hip-hop lyrics, and also includes my own hip-hop muse to illustrate the positive tenets of critically-conscious hip-hop. The research literature in my thesis is gathered from multiple studies within North American high schools. My hip-hop muse interrelates with critically-conscious hip-hop lyrics because they both address contemporary issues through social commentary and critical awareness. The element of social commentary in my hip-hop muse is displayed through short poems and verses that outline my experiences in a normalized schooling environment. Throughout my thesis, I uncover the causes of student disengagement in classrooms, the ways in which critically-conscious hip-hop music serves as a tool for reengaging youth, and the approaches that must be taken in order to adequately integrate hip-hop into today’s classrooms. My thesis is important within the context of Canadian classrooms because it acts as an agent for social change and cultural relevance through a critical lens. The purpose of this approach, then, is to demonstrate an understanding of the complexity of our society and schooling system through social critique and proposals for change. More importantly, my thesis is grounded in equity; in which critically-conscious hip-hop serves as a bridge for students’ experiences, interests, and independent identities.

Postsecondary Artist Teachers' Responses to Computer Technology in Their Drawing Pedagogy

While the influence of computer technology has been widely studied in a variety of contexts, the drawing teaching studio is a particularly interesting context because of the juxtaposition of traditional medium and computer technology. For this study, 5 Canadian postsecondary teachers engaged in a 2-round Delphi interview process to discuss their responses to computer technology on their drawing pedagogy. Data sources included transcribed interviews. Findings indicated that artist teachers are both cautious to embrace and curious to explore appropriate use of computer technology on their drawing pedagogy. Artist teachers are both critical and optimistic about the influence of computer technology.

Equitable and Inclusive Education for All? Public Funding for Denominational Schools in Ontario

Roman Catholic separate schools’ denominational right to receive public funding is a contentious issue in Ontario’s educational system. Ontario’s publicly funded denominational schools historically served a purpose at Confederation; however, in light of Ontario’s evolving demographics, publicly funding denominational schools today may no longer serve the needs of Ontario. The research problem in this study is expressed through growing problems reconciling Roman Catholic schools with diversity and current public views. Additionally, recent tensions, public views, and political consensus suggest it is time to revisit the existing policy. In order to understand both the history of denominational schools and the present context, this study conducted II policy analyses as its research design by completing 2 policy cycles. The first policy cycle determined that based upon Upper and Lower Canada’s pre-Confederation diversity, extending public funding to denominational schools at Confederation was an effective way of protecting minority rights; however, the analysis in the second policy cycle; which examined how equitable and inclusive denominational schools are today, concluded that the denominational school system no longer serves the diversity and equity needs of contemporary Ontario. Building on these findings, this study then explored two viable alternative educational arrangements for Ontario’s future educational system: publicly funding all faith-based schools, or publicly financing a one-school-system. To address the diversity issue in Ontario, transitioning toward publicly funding a one-school-system is found to be the most viable option.

Woodruff Family fonds, 1784 – 1983, (non-inclusive)

The Woodruff Family Collection: From the time the Woodruff Family came to Canada from the United States in 1795, they took an active role in the forming of their communities both in a civic and social manner. This is evident through the documents contained in this collection. The Woodruffs played an active role in the battles fought in Upper Canada and they were an integral part of the Village of St. Davids. They were educated, business-minded and socially engaged. They accumulated much of their fortune through land dealings. Much of this collection focuses on Samuel DeVeaux Woodruff who was principally a businessman. His dedication to his work is shown through his numerous undertakings. He made his mark on the Niagara Peninsula through his work on the railways, roads, marsh land revisions, canals and the paper industry. He was also involved with the founding of the Long Point Company and he took control of building DeVeaux Hall down to the last detail. His offspring inherited his work ethic and his business acumen. The people who married into the Woodruff Family also possessed key social, political and business ties. Anne and Margaret Clement were from a staunch Loyalist background. Samuel Zimmerman was instrumental to the founding of Niagara Falls and Judge Samuel DeVeaux left behind a legacy for poor and homeless boys in Niagara Falls, New York. The Woodruff Family undoubtedly left a mark on the Niagara Peninsula. This collection brings to light many endeavours of the family and their varied contributions.

Johns-Manville (Canada) records, 1949-1977 (non-inclusive).

The Johns-Manville Company was founded in 1901with the merging of the H.W. Johns Manufacturing Company and the Manville Covering Company. Both companies made building materials using asbestos. The new company was based in New York, New York, and made products such as insulation and roofing materials, automotive sheet packing for cylinders, asbestos/cement, acoustical and magnesia products. Significant restructuring has occurred over the years as the company shifted from production of asbestos products to other types of building materials, such as fibre glass and forest products. Since 2001, the Johns-Manville Company has been owned by Berkshire Hathaway. The company began operations in Canada in 1918 in Asbestos, Quebec, where the Jeffrey Asbestos Mine was located. A Canadian plant opened in Port Union, Scarborough Township, in 1956, and another in North Bay, Ontario, in 1957. Both of these plants have since closed. The company currently has two plants in Canada, in Innisfail, Alberta, and Cornwall, Ontario.

New Teacher Perceptions of Inclusive Pedagogies: Designing New Future for the Changing Classroom

Our perceptions of knowledge attainment have changed (Bezemer & Kress, 2010). The type of students our teachers once were is vastly different from the students they currently teach. We need our next generation to thrive in a dynamically, interactive world saturated with opportunities for meaning making (Kress & Selander, 2012). Our current students are responsible for continuing our society, but that does not mean we need them to become us (Gee, 2009). Rather desperately, we need them to be thinkers and expressive in a variety of modes. The world will be different when they take their rightful place as the next generation of leaders, and so too must their thinking be different (Cope & Kalantzis, 2000). This explanatory mixed-method study (Creswell, 2013; Mertens, 2014) involved an investigation into perceptions of new teachers regarding inclusive pedagogies like Universal Design for Learning (CAST, 2011). It specifically discusses the contemporary thinking of 44 new Ontario teachers regarding inclusive pedagogies in their teacher education as well as their relative intent to utilize them in their practice. This study reveals a distinct tone of skepticism and provides suggestions for the continued improvement of teacher education programs in this province.

Affect, ontology, and pedagogy: An autoethnographic study on student-teacher relationships

In studying affect within the realm of student-teacher relationships my thesis project use the concept of “affect” as composed by Baruch Spinoza (1992, 2007). I focus specifically on how Deleuze (1988) interprets and implements the term within his own philosophy, as well as on Antonio Negri’s (2011, 1991) work on Spinoza including his and Michael Hardt’s (2000, 2004, 2009) more recent works. This thesis will explore Spinoza’s affect within the discourse of Affective Pedagogy and Critical Pedagogy while remaining committed to a Spinoizist ontology as outlined by Deleuze (1988). I used artefacts from my past experiences as a student and teacher to produce evocative writing pieces which act as affective continuances of my past experiences as a student, student-teacher, and teacher, and the relationships of affect that composed them. This project used these artefacts and the writings they produced as sites of intensity that are carried through from traces, to evocative thresholds, to concepts, and finally into analysis.

Preparing Students with ASD for Inclusive Classrooms: A Case Study of Giant Steps

Giant Steps is a therapeutic school for children with Autism Spectrum Disorder (ASD) founded in 1995 by a group of parents who felt that the public school system was not fully able to meet the needs of their children. While the education system has progressed through the years to offer all students with access to public education, many educators still are not adequately prepared to provide inclusive learning environments for students with ASD. Given the prevalence of ASD in southern Ontario (1 in every 42 boys and 1 in every 189 girls), research on ASD and inclusive practices is both vital and timely. The purpose of this qualitative case study is to understand how the Giant Steps program prepares and transitions students with ASD for inclusive classrooms. Data was collected through two rounds of in-depth interviews, and was subsequently analyzed and interpreted into research findings that are presented through three major themes (i.e., unique program aspects, holistic approach, inclusion not integration). Collectively, the themes provide insights about how students at Giant Steps are prepared for inclusion, as well as how different stakeholders within the Giant Steps program perceive inclusion and their role in preparing students for inclusive classrooms.

Louis J. Cahill Fonds, 1946-2010, n.d. (non-inclusive)

Louis started the Niagara News Bureau in 1936. It was later named the Niagara Editorial Bureau and the Ontario Editorial Bureau. Lou was very active within the community. He promoted the Welland Canals and was secretary for the Mackenzie Heritage Printery and Newspaper Museum. He was honoured with numerous awards and accolades including a medallion from the Pope for his service to the Roman Catholic Church and an honourary degree from Brock University.

Niagara Falls Handbill Collection, 1838-1886, n.d. (non-inclusive)

According to legend, the Burning Springs were discovered by early natives in the Niagara Peninsula. Bridgewater Mills was built on the site of the spring. During the excavation of the factory; workmen uncovered the spring. Samuel Street and Thomas Clark recognized the potential of this as a tourist attraction so they built a wooden shelter over the spring. The spring was covered with a barrel with a pipe protruding from it. This became the first tourist attraction at Niagara. The Cave of the Winds was a cavern located behind the Bridal Veil Fall. It was originally named the Aeolus Cave. In 1920, a sudden rock fall from the ceiling killed 3 tourists. The cave was destroyed in 1955 as it was deemed dangerous. The captain of the Maid of the Mist was usually a farmer who owned the land where the ship docked. In 1846, the first steam powered Maid of the Mist was launched. By 1848, the first suspension bridge was built over the gorge and the main purpose of the Maid of the Mist was no longer to carry people who needed to travel, but now the focus was on people who wanted to view the Falls at close range. Source: http://www.niagarafrontier.com/burningsprings.html http://www.niagarafrontier.com/winds.html http://reservationsystems.com/niagara_daredevils/maid_of_the_mist.html

Engineer force employed in the surveying ditch in marsh lands to the 23rd of February inclusive

Engineer force employed in the surveying ditch in marsh lands to the 23rd of February inclusive. This is signed by S.D. Woodruff, March 8, 1855.

Engineer services in the marsh lands drainage to the 28th of April inclusive to Frederick Holmes, Louis Clement and Thomas Baird

Engineer services in the marsh lands drainage to the 28th of April inclusive to Frederick Holmes, Louis Clement and Thomas Baird. Signed by S.D. Woodruff, April 28, 1855.