The Stories We Tell Ourselves: Collective Memory and the Ontario Grade 10 History Curriculum
Bibliographic record
Abstract
Collective memory, though fluid and evolving, plays a key role in strengthening a community’s bonds and identity through a common past and values and shared commemorations. The tools and methods of reinforcing and transmitting a community’s collective memory are varied and some are more obvious than others. One under-examined avenue of transmission and commemoration is the formal education system, and official curriculums in particular, despite their explicit role of teaching in a group setting. To better grasp this relationship, the portrayals of four military conflicts, WWII, the Korean War, and the October and Oka Crises, and the course’s skills and goals were compared within three editions of the Ontario Grade 10 History curriculum and with public memory at the time each was issued. The connections revealed between curricular content and the wider public memory as well as changes to the community’s overall collective memory support the role of the history curriculum as a means of transmission and commemoration and as a record of the community’s collective memory at a specific point in time.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.009 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".