St. Marys Falls Canal, Michigan. Statistical Report of Lake Commerce Passing through Canals at Sault Saint Marie, Michigan and Ontario

Mode of access: Internet.

A constitutional history of the House of Lords, from original sources.

"First published London 1894."

The general history of the Christian Church, from her birth to her final triumphant state in heaven: chiefly deduced from the Apocalypse of St. John, the apostle and evangelist.

Mode of access: Internet.

Translations and Reprints from the Original Sources of [European] History

Mode of access: Internet.

The American Nation: a history from original sources by associated scholars;

Vols. 1, 3-12, 14-16, 18-20, 22, 25-27 have no date on t. p.

The admonitions of St. Francis : sources and meanings /

Includes bibliographical notes.

A history of St. Ignatius Mission : an outpost of Catholic culture on the Montana frontier /

Includes bibliographical references (p. viii-ix) and index.

History of Congress, biographical and political; comprising memoirs of members of the Congress of the United States drawn from authentic sources;

Mode of access: Internet.

History of the captivity of Napoleon at St. Helena.

Mode of access: Internet.

History of the captivity of Napoleon at St. Helena; from the letters and journals of the late Lieut.-Gen. Sir Hudson Lowe, and official documents not before made public.

Mode of access: Internet.

The secret history of the court and cabinet of St. Cloud: in a series of letters from a gentleman at Paris to a nobleman in London, written during the months of August, September, and October, 1805.

Mode of access: Internet.

Decolonizing Pedagogies: Interrupting the Settler Colonial Narrative of Landownership in Ontario Social Science and History Curriculum

Drawing upon Ontario Social Science and History curriculum documents and textbook imagery and language, this paper examines how narratives of settler landownership strategically present Indigenous and non-Indigenous peoples within the Canadian grand narrative. The curriculum and text material educators and learners are guided by ignore ongoing colonial violence towards Indigenous peoples and perpetuate the ideology of inevitable ‘peaceful’ interrelationships in national contexts. Learners develop identities in relation to land and how land is acquired. They come to understand themselves as part of a just nation in the particular sequence of Canadian Social Science and History teaching and learning. To go beyond simply adding content about Indigenous peoples in the classroom, educators and learners must adapt a decolonial approach to instead learn from Indigenous perspectives. Such a methodology would require the opening of a “third space” where the transmission of western curricular knowledge is interrupted. Educators and learners must create a space for problematizing the source itself and deconstruct the national grand narrative using inquiry, questioning and reflection, rather than repetition and regurgitation. This analysis reveals that particular placements of Indigenous peoples and settler Canadians in curriculum and classroom text material must be challenged by educators and learners to disrupt colonial narratives and to seek ongoing reconciliatory opportunities in and beyond the school walls.

Translations and reprints from the original sources of European history.

Latest issue consulted: Vol. 6, no. 5, 1900.

Incorporating community history into urban redevelopment

A community history project must be relevant to each person within it so that they see themselves as part of the socio-cultural fabric of the area and feel a sense of ownership of their environment. The Mill Albion community history project is a diverse, multi-layered public history/art program that captures the social heritage of The Mill Albion and allows the community to contribute to their ongoing history. The Albion Flour Mill was built in 1930 at a time when Australia was feeling the effects of its worst economic depression and continued operations for more than 72 years. After ceasing operation in 2005 the site was left to deteriorate. The FKP Property Group purchased the land to undertake a new urban redevelopment project, drawing on the design principles of a traditional ‘village’, while valuing the importance of remembering the community that once included the Flour Mill. This paper reflects on the this project and showcases some of the culturally creative ways this community’s history was told, using methods such as digital stories, contemporary and historical photography and oral history.

An obsession with storytelling : conducting oral history interviews for creative writing

Anna Hirsch and Clare Dixon (2008, 190) state that creative writers’ ‘obsession with storytelling…might serve as an interdisciplinary tool for evaluating oral histories.’ This paper enters a dialogue with Hirsch and Dixon’s statement by documenting an interview methodology for a practice-led PhD project, The Artful Life Story: Oral History and Fiction, which investigates the fictionalising of oral history. ----- ----- Alistair Thomson (2007, 62) notes the interdisciplinary nature of oral history scholarship from the 1980s onwards. As a result, oral histories are being used and understood in a variety of arts-based settings. In such contexts, oral histories are not valued so much for their factual content but as sources that are at once dynamic, emotionally authentic and open to a multiplicity of interpretations. How can creative writers design and conduct interviews that reflect this emphasis? ----- ----- The paper briefly maps the growing trend of using oral histories in fiction and ethnographic novels, in order to establish the need to design interviews for arts-based contexts. I describe how I initially designed the interviews to suit the aims of my practice. Once in the field, however, I found that my original methods did not account for my experiences. I conclude with the resulting reflection and understanding that emerged from these problematic encounters, focusing on the technique of steered monologue (Scagliola 2010), sometimes referred to as the Biographic Narrative Interpretative Method (Wengraf 2001, Jones 2006).