Saving an Endangered Subject: High School History in Ontario Schools, 1960-2010
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The rise, fall, and revival of History in Ontario high schools is full of twists and turns. History as an academic subject, once king of the social sciences, came, over the period 1960 to 2010, to occupy a smaller and smaller patch of the secondary school curriculum. Building upon insights gleaned from Bob Davis’ 1995 book Whatever Happened to High School History?, veteran teacher, textbook writer and education professor Paul W. Bennett analyzes the impact of rise of the “new social studies” in the 1970s, the spread of the so-called “skills mania” of the 1980s, and the demise of the prevailing national narrative on the teaching of the subject. Summoning up lessons learned in the Ontario history classroom, he demonstrates how the fragmentation of the history-centred social studies curriculum contributed to the so-called “Canadian History Crisis” of the 1990s. In the wake of the 1995 Quebec Referendum, the teaching of Canadian history resurfaced as a major public policy issue. The recent advent of the “Historical Thinking” movement, sparked by UBC education professor Peter Seixas, signalled the beginning of a more recent revival and Trent University historian Christopher Dummitt’s 2009 call in Contesting Clio’s Craft to “move beyond inclusion” has begun to close the gap in the teaching of history between the university and high school levels.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it