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The Scrapbook

I still have the scrapbook.

It is filled with newspaper clippings about Terry Fox that I cut out of the Vancouver Sun, among other newspapers and magazines, as he made his way across Canada in 1980. I was an elementary school student, and like so many Canadians of my generation, I became captivated by this young man with an unusual running stride who was somehow trying to run all the way across the country.

At the time, I certainly didn’t understand that I was documenting Canadian history. I just knew there was something about Terry and his Marathon of Hope that mattered. Forty-six years later, it still does.

Terry Fox has been part of my life for as long as I can remember. Some of my earliest elementary school memories are of Terry Fox Runs. I also remember his cancer and, eventually, his death in a way that I don’t remember other news from that time. I think Terry’s death was the first death of someone I had never met that really landed. When you are a kid, even famous people somehow seem permanent. Terry wasn’t.

It was also probably my first real encounter with cancer. Now, of course, cancer has touched almost every family in one way or another. But as a child it was new to me. I knew Terry was sick. I knew the whole country wanted him to get better. And then he didn’t. That was difficult to understand, and maybe that is part of why his story stayed with me.

Years later, I had the privilege of serving as principal of Riverside Secondary in Port Coquitlam, Terry’s hometown, and his story was different there. It wasn’t abstract history. The Fox family was part of the community. The streets were the streets Terry trained on for his journey. I remember the 25th anniversary of the Marathon of Hope particularly fondly, with thousands of people gathering in Port Coquitlam, members of the Fox family there, and this sense that the run still belonged to all of us.

The moment I remember most from those years was Bob McGill speaking to our students on Terry Fox Run day. Bob was an Assistant Superintendent in Coquitlam by then, but long before that he had been Terry’s Grade 8 teacher and basketball coach at Mary Hill Junior High.

He didn’t talk about the Marathon of Hope. He talked about a kid who was five feet tall, usually last picked in PE, who barely got off the bench that season and would not quit. That kid went on to play junior varsity basketball at Simon Fraser.

You could feel the room change. Our students had heard about Terry their whole lives. They had never heard anyone say, I taught him.

There are fewer and fewer chances for students to sit in a room with someone who can say that.

I have kept running too. Every September I make a point of finding a Terry Fox Run. It has become one of those markers in my year that I don’t really question, and increasingly I also feel a responsibility to bring someone with me.

Last year that meant one of the most memorable runs I have ever done. I joined two of my kids and thousands of others crossing the Confederation Bridge from Prince Edward Island to New Brunswick as part of the 45th anniversary of the Marathon of Hope.

The best part was looking around. There were people who remembered watching Terry in 1980 and people born years after he died. There were parents with children, grandparents, serious runners and people walking it. Thousands of us were moving across that enormous piece of Canada because of something a 21-year-old from Port Coquitlam decided to do 45 years earlier.

There is also something very Canadian about Terry that is hard to separate from the story. Maybe it is the combination of extraordinary ambition and almost no pretension. He wasn’t trying to become a national hero. He simply thought something needed to be better and decided he was going to do something about it. Somewhere along the way, that very personal decision became part of how Canadians came to understand him, and perhaps a little of how we understand ourselves. Maybe that is why, all these years later, Terry still feels like he belongs to all of us.

For much of my life, Terry Fox was someone I remembered. Now he is someone I feel responsible for helping others remember. For my generation, Terry is memory. We remember adults debating whether he would make it. We remember the hop-step. Many Canadians remember exactly where they were when they learned he had been forced to stop outside Thunder Bay.

I still follow along every year. The Terry Fox Foundation retraces the route through the spring and summer, and I find myself tracking it as though the ending might come out differently this time. The dates are fixed in me: April 12, the morning he dipped his leg into the Atlantic at St. John’s; September 1, the day outside Thunder Bay; June 28, the day he died.

Every year, there are fewer of us who remember it firsthand. For today’s students, Terry Fox is a story, and that changes what happens in our schools every September.

Here is a number that surprised me. Every year, 3.5 million Canadian students take part in the Terry Fox School Run, and the Foundation’s most recent report has them raising close to $14 million. The School Run is now the single largest fundraising program the Terry Fox Foundation has.

Our schools are not a supporting act in this. They are one of the main places where Terry’s story continues.

So the question I keep turning over is not whether we run. We always run. It is what a student actually knows about Terry by the time they cross the line.

That answer looks different in every school, and there is always more any of us could do with it. That isn’t a knock on anyone. It is what happens to any tradition that repeats for decades. It can quietly become the thing we do rather than the thing we mean.

We have been generous with monuments. Terry has schools, fields, statues, a mountain and a highway. I just read that he will be celebrated on the next version of Canada’s 5 dollar bill. All of that matters. But a monument can’t tell a student that Terry was five feet tall and last picked. Bob McGill did. And when people like Bob tell those stories, the rest of us have a responsibility to remember them and tell them again.

Schools don’t only teach history. Schools help decide which stories a society carries forward, and stories need people willing to tell them.

What I want students to understand is fairly simple. Terry saw something he thought should be better and decided to do something about it.

He wasn’t famous when he started out. He wasn’t a professional athlete. There wasn’t a massive campaign waiting for him, and he had no guarantee any of it would work. He was a young person who had been through cancer, had watched others suffer through treatment, and decided that raising money for research was something he could do.

So he started running.

The theme for this year’s Terry Fox Run is Finish It. The obvious meaning is about research. Earlier this year, the Terry Fox Foundation passed $1 billion raised for cancer research. Terry’s dream was never simply that Canadians would remember him. He wanted a cure. The running and the remembering only matter if they continue to serve that.

But Finish It means something else to me this year too. Terry began a story that now belongs to another generation to carry.

This fall, a new feature-length documentary, Run Terry Run, will bring his story back to theatres. It is built around footage and audio from 1980, some of it unseen for decades. I plan to be there opening weekend. For some of us it will be revisiting our own history. For others it will be meeting Terry for the first time.

Bryan Adams has also written a song for the film called The Ballad of Terry Fox. What struck me was where Adams was in 1980. He was 20 years old, a year younger than Terry, touring Canada and playing small clubs. When Terry stopped outside Thunder Bay, Adams had just played a show in Ottawa. He was following the Marathon of Hope the way the rest of us were, through the news.

I was following it with my scissors and the newspaper.

Now Bryan Adams is one of the people passing the story on.

That is how stories survive. Someone tells them to someone else. A parent brings a child to a run. A teacher explains to a Grade 3 class why everyone is heading outside. A principal tells students about growing up watching Terry on the news. A father talks his kids into running across a bridge with him. Eventually, those young people become the ones telling the story.

I still have that scrapbook. Back then, I was clipping Terry’s story out of the newspaper because, for whatever reason, I didn’t want to lose it.

Forty-six years later, I think that instinct still makes sense. I will keep showing up for the run, and I will keep trying to bring someone with me. Not because Terry needs another monument, but because stories like his only last when one generation makes the effort to tell the next.


A Few Resources

  • The Terry Fox School Run resource hub. Start here. Lesson plans from primary through secondary, assembly presentations, morning announcements, videos, playlists and classroom activities. If you only open one link, open this one.
  • Terry’s Timeline. The Marathon of Hope day by day, with Terry’s journal entries and audio woven through it. It ends on September 1 with his final journal entry: “21 miles. 3,339 miles total.”
  • Stories of Hope. First-hand memories from people who saw Terry run, heard him speak or encountered him along the way. For students who can no longer sit in a gym and hear someone say I was there, this may be the next best thing.
  • CBC Archives: Terry Fox’s Marathon of Hope. The primary-source video and audio are particularly useful for older students. Terry on television in 1980 is different from watching someone today explain Terry.
  • Hear from Fred Fox or a Terry Fox Ambassador. The School Run program offers free virtual presentations, including opportunities to hear Fred share memories of growing up with Terry and of the Marathon of Hope.
  • Two books worth having. Leslie Scrivener’s Terry Fox: His Story remains the essential biography. Scrivener was a journalist assigned to follow Terry during the Marathon of Hope and built the book from his diaries and interviews with Terry, his family and friends. Douglas Coupland’s Terry is something quite different, a collection of photographs, artifacts and family memorabilia assembled almost like a scrapbook.
  • And two new ways into the story referenced in my post earlier. Sean Menard’s Run Terry Run draws on 96 reels of previously unseen footage and unheard audio from the Fox family archives. Bryan Adams’ The Ballad of Terry Fox, written for the film, offers another entry point from one of Canada’s most famous musicians.

 

Note: AI tools were used for editorial feedback while refining the piece and with collecting the list of resources at the bottom of the post. The arguments and conclusions are my own.

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Last year I ended my 26th school year with a post – 26 Years, 26 Teachers, 26 Lessons – it was one of my most enjoyable posts to write.

This year, I am wrapping up in a similar way at the end of year 27, reflecting on 27 ways school is better now that when I started teaching in 1996. In no particular order, here are my collection of thoughts:

We teach the truth about Indigenous Peoples in Canada – I have written previously about this several times (like HERE).  I started my career as a Social Studies teacher and never taught about Residential Schools and gave an extremely limited view of Indigenous people in Canada.  Following the Truth and Reconciliation Commission Report, schools have taken a lead in changing what Canadians know about the history of our land.

World history is not just about Europe – History was code really for European History. The extent to which places outside Europe and North America were covered in courses was only how they interacted with these places. This has shifted and world history now really is about the entire world.

Students have more choices in their learning – It is not just the number of courses that have increased, with the growth of online learning students can assemble a program from a variety of places. Students can take some courses in their local school, maybe a special program at a different district high school and then an online course from another district in the summer.  The student is in charge of their program.

Learning has moved from only being about facts – Facts still matter but courses are no longer about the memorization of facts. The internet means we all have ongoing access to facts (and some non-facts), but this allows schools to focus on higher level thinking and asking questions that use these facts and how to apply them.

Students can bring a computer to school – In 1996 it would have been a thirty-pound desktop I was bringing from home if I brought my computer to school. We have moved from computers in special rooms to access for all, and in most cases, students being able to just connect-in with their personal device(s). It was only a decade ago that many were still debating whether computers should be allowed to be brought in – we move quicker than we realize sometimes.

More students are graduating – I feel like this is one of those inconvenient truths for modern school haters. The people who think everything used to be better. Well, graduation rates are better than in the 1990’s – actually much better. And yes, we still have work to do, particularly with marginalized groups of students, but the trend has been positive this century.

Early learning is connected to K-12 – We know how important the 0-5 ages are for children – the time before they enter the K-12 system. And we have gotten far better at integrating the experiences together. It is during my time that kindergarten has gone from a half-day to full-day, and preschools are now often run by schools or in partnership with schools. In British Columbia, it is now all one Ministry with early learning and K-12 being completely connected.

Society compares schools less based on exams – When I started, exam mark comparisons made front page news. I wrote numerous times (HERE) on the concerns of over relying on exam marks to make blanket statements about schools. Now, when think tanks share their school rankings, they rarely register a mention. The broader population has joined those in the inner circle of education in recognizing the limitations of these kinds of rankings.

Schools are better connected to outdoors – Students learning outside is wonderful. It provides a hands-on experiential learning experience.  There are examples of classes and schools that are dedicating substantial portions of time each week to learning outdoors.  In an era of greater focus on physical and mental well-being, outdoor learning is a crucial part of the answer. And with the increased attention to environmental stewardship that our young people are leading – this also connected well.

Schooling is more accessible to all – Do we still have work to do around making schools welcoming places for all learners? Absolutely. But this does not diminish the work that has been done over the last couple of decades. All learners are more regularly integrated into all programs and supported for their diverse needs. And not just with learning, our buildings are more accessible as well. This work will never be over, but we have made tremendous progress to live up to the belief that our schools are for all learners.

Summer School is vastly different – Summer school was a punishment when I started teaching.  “We” (and I was part of the group) would use the threat of summer school as a way to help keep those close to the passing line on task over the last couple of months of the school year. Summer Learning is now a chance to move ahead with advanced credit, preview courses and take courses to reinforce learning – and it is a K-12 experience not just focused on high schools needing to pass a course they failed during the year.

Overhead projectors have disappeared – For those who went to school, even through the early part of this century, you will remember classes where teachers would have notes on the overhead, and you would copy them into your books. The teacher would slowly scroll the transparency roll forward. I know in West Vancouver the last overhead was retired about a decade ago. And on the topic of retired technologies, one sees very few scantron machines in schools anymore as well.

Cursive teaching has faded out – I know this topic is a reason to fight for some. Few topics in education have people pick sides more than “Should we teach cursive writing?”  I would say the obsession that some had with students needing to be able to write in cursive disappearing is a good thing. Sure, I am open to the argument that cursive is good for connecting ideas with the brain, and it is useful to be able to read since there is so much history in cursive – but I am glad few romanticize its value as much as they once did. I blogged about it HERE more than 12 years ago!

Schools work better with the post-secondary system – It often seemed universities viewed K-12 as their sorting system.  The K-12 system would produce grades and administer exams that universities would use to determine admissions. And while this function still happens, there are much stronger bonds now. There are many places where students can begin to earn post-secondary credit or credentials during their high school experience. In recent years as demand has plateaued for post-secondary education, we see a greater reach out and desire for relationships with the K-12 system.

Schools have welcomed LGBTQ+ community – I am definitely concerned with some the horribleness that Pride activities have faced locally and globally this year. But what a difference in how we see the topic than when I first started teaching. From the books we have in our libraries (I remember the fights over even having books with non-traditional families) to the clubs that support gay and lesbian students, to just the openness in schools, schools and the school system are leading the way as society shifts. And no change is linear (as we are seeing) but that does not diminish how much more inclusive we are now than 27 years ago.

Professional development for staff is more diverse – I think of the Henry Ford quote, “a customer can have a car painted any colour he wants as long as it’s black.”  This is a bit what professional development was like for staff. Staff could do any pro-d as long as it was the pro-d that was offered at their school on the prescribed days. And of course, much of this was excellent but there is far more choice now. The internet, and more recently the growth in video conferencing means that staff can find learning opportunities that meet their specific needs and curiosities.

Parent – School connections have modernized – On 3 dates during the year, a paper report card will be sent home in your child’s backpack and in addition there will be two chances for a 15-minute conversation with the teachers to check-in on your child’s progress. With technological changes, teachers now often have virtual portfolio spaces for students, and tools like Google Classroom allow families to look-in on what is going on in the classroom. And the COVID growth of video calling has led to another way that parents and teachers can connect.

Sports are more inclusive – In some ways the competitive sports model that has been alive for generations still exists. It has evolved. First, we offer a range of sports that caters to a more diverse population. The best example in recent years is the growth of ultimate – a sport which typically connects a different group of athletes to school competition than volleyball, football, or basketball. In individual sports, it is also more likely one will see students with physical or cognitive challenges part of the main competitions and not a “special” event held at another time. And how coaches treat athletes has changed. More than ever, coaching is an extension of the classroom and teaching and the values are expected to be consistent in class and on the field.

Greater emphasis on STEAM – Science, technology, engineering, arts, and mathematics all integrated together helps to promote critical thinking and problem solving. And we have moved away from seeing these as siloed disciplines and more as being interconnected. While interdisciplinary learning is not new, greater efforts have been made, particularly in high school. STEAM also usually leads to more hands-on and real-world learning opportunities for students.

Increased awareness and compassion for mental health – Mental health learning has been embedded into regular health teaching and there has been a dramatic change in reducing the stigma that was traditionally attached to mental health issues. The push in social-emotional learning from the early years is part of a commitment to early intervention. In addition, staff have been better trained to identify issues and support students and families and community resources have been brought in to be part of the conversation.

Global connections – Digital tools allow students to connect with others anywhere around the world, and many are taking advantage of this. It is great to have a debate in your classroom at school, but it is a different kind of experience if you can do it with students somewhere else in the world. As I originally wrote in 2006, (HERE) there are so many tools being used in classrooms to connect learners beyond their own schools.

Learning is more personalized – Personalized learning has been one of the most used, and overused phrases in schools this century. In 2010, I blogged What is personalized learning?  and then again in 2014 with Coming Back to Personalized Learning – where I argued that personalized learning is about giving students more control – more choice – over what they’re learning, how they’re learning it, even when they’re learning… so students feel it’s more theirs.  And we have met this challenge in classrooms, as students feel far more in control of their own learning now.

Project-based and real-world learning – There has been a great investment by teachers and schools in authentic learning experiences. The types of experiences where students might be in an entrepreneurship class and create a product that they take to market, and not just one they write about hypothetically. Or it might be in a social studies class where students work in teams to solve an environmental crisis our world is facing. We still have tests, but the range of ways we let students learn and display their learning has really expanded. Students through this are able to develop the skills so many argue are crucial for our world like critical thinking, collaboration, and creativity.

Evolution of libraries – Nobody is checking out encyclopedias, but that does not mean that libraries have lost their relevance. The move to the learning commons has made school libraries less about books and more about connections. I have written about libraries numerous times, including this past fall – Library Reinvention.  In that post I argued that the reinvention has been around space, technology and equity, diversity, and inclusivity.

Expanded curricular and extra-curricular offerings – One of the most common comments I hear from high school parents is that they wish the course options that exist today would have been available when they went to school. Technology has helped this. The growth of online courses means that even if a course cannot be offered at a local school, it can still be available virtually. And the range of courses that are approved as part of the graduation program has also increased. And then outside the classroom, there has never been a more diverse range of clubs available for students.

Social-emotional learning – Linked to the work in mental health, social-emotional learning has promoted students understanding and managing emotions, establishing positive relationships, showing empathy, making responsible decisions, and effectively navigating social interactions. It is embedded through the school system. We have come to almost universally understand that strong social-emotional skills will support academics and benefit mental health and motivation.

More application, fewer facts – What are we learning this year? Here is the textbook. I know this is never really how most classes operated, but the internet has opened up so many more resources for students to freely access. Schools were about facts because content was scarce. Now that content is abundant so much of time in classes can be about making sense of the content. The relationship with materials has changed and made content far easier to be accessed by everyone.

How about you, what would be on your list of ways school is better now than when you started or maybe when you went to school?

Happy summer everyone. Thanks for another momentous year. It is time to step away a bit, so I will likely not be writing as regularly until the fall.

 

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keep-calm-i-m-a-history-teacher-16

Despite the speed at which our system and profession is changing, some aspects haven’t changed at all. I do think there have been major shifts over the last several years in West Vancouver, particularly with the proliferation of digital access and commitment to inquiry, among other factors.

Listening to Will Richardson at Computer Using Educators of British Columbia(CUEBC) during the last couple of weeks had me thinking and revisiting some of my early blog posts. Will has been someone I have been learning from for more than a decade. Before the Culture of Yes, I was blogging as a school principal in Coquitlam and also teaching AP European History. One of the early pieces I wrote (early fall 2006) was Teaching History in a Time of Change and reprinted below:

Teaching History in a Time of Change by title alone implies that there may be a time of stability around the corner. There isn’t.  And it is not the change that is frightening, challenging, and exhilarating – it is the speed with which this change is occurring that is frightening, challenging, exhilarating, and, more importantly, remaking our profession.  The advancements in technology and the exponential speed at which they are happening may make our current times the most dramatic for teaching and learning history since the invention of the printing press.

There are some givens that go along with the change:  within the next few years every one of our students will arrive with a laptop or similar gizmo, all information will be on the internet, and all of our students will be connected everywhere, all the time, to the entire world. These changes are not up for debate – they are already becoming a reality in some jurisdictions. The only thing that can be debated now is how quickly they will happen and just how they will redefine the teaching of history everywhere.

I know it is risky to say this too loudly, but in short, these changes mean that teaching history the old way, whatever that has been or still is for each of us, is dead.  Everyone can now get all the facts, whenever they need them, from wherever the source of information resides.

Within just hours after the shooting last month at Dawson College in Montreal, hundreds of Wikipedians were creating the story of the event as it occurred. From first hand accounts to summaries of news stories – in the hours and days following the shooting the entry at wikipedia.org was updated thousands of times. History is being reported, clarified, analyzed, summarized, interpreted and reinterpreted in real time. In addition to the upheaval of traditional timelines for these activities, the hierarchies of historians are gone and everyone can now be an expert or, at the least, a verifiable eyewitness and commentator to events as they occur.

Canadian Idol crowned its latest winner last month. In the voting, close to four million Canadians, mostly younger technologically literate Canadians, mostly using cell phones, mostly using text messaging, voted for their favourite candidate in the final two show-down that crowned Eva Avila the winner.

Wikipedia and Canadian Idol are not isolated – they are products of the new ways in which young people interact.  The new technology tools are making learning more personal – you can read first-hand blogs from around the world. The tools are also making learning more communal – young people are active contributors in the online world, finding their voice through participation in often very complex online and digital communities.  Today’s students live in a world of convergence and collective intelligence, living in a participatory culture in which learning is no longer an individualistic endeavor.

During the recent conflict in the Middle East, young men and women from Israel and Palestine were trying to understand what was really happening in their countries.  Instead of turning to traditional news sources, they turned to one another for firsthand perspectives (link no longer active).  Who should we be teaching students to believe, the bloggers or the news establishment?  More importantly, how do we ensure students take a critical and analytical view to all sources?

So not only are the tools changing, but the students we are teaching are changing too.  As Marc Prensky so nicely describes, our students are the digital natives and we are the digital immigrants. There was great comfort when we controlled the information. Now the students are better with the tools used to access the information than we are.  The traditional teaching / learning continuum is gone and it is time for the new teaching to begin.  The challenge for all of us is to take the tools that our students are using and find ways to use them in our daily teaching.

What are 10 things we can all go back to our classes Monday and do to start meeting the challenge?

  • have students share information through social bookmarking such as del.icio.us
  • create instant messenger class lists on MSN or a similar chat service
  • have students build a wiki (collaborative website) for your class / school
  • assign students to post an assignment to the web so they don’t just get feedback from their teacher but their peers and even complete strangers
  • download Skype (a service that allows your computer to act as a phone) – have a conversation with a student across the country for free
  • read a blog created by a student in another community
  • begin to podcast lectures (audio recording files posted to the internet) or listen to others who have already done so
  • stop banning websites and start educating students on how to use them
  • put everything on the Internet – and share it with as many people as possible
  • ask the digital natives to help the digital immigrants

Embracing the new tools is not about technology, it is about reality, our students’ reality. So, what are the key challenges for History teachers in this time of rapid change?

  • continue to embrace high standards, while vehemently rejecting standardization – tests are less important than ever
  • recognize that the role of the teacher is being redesigned – no longer are we the ones with the answers at the front of the room
  • drop our protectionist tendencies as we continue to work to meet students where they are instead of asking them to come to us

In this time of rapid change teachers are more important than ever, but only if we change at the same speed as the world in which our students are living.  We have a duty to teach students the power of the new tools and how to use them – we need to lead them into the world of learning History 2.0.

Rereading this post, I laugh at some of the tools mentioned – so many have come and gone. Of course, it is not about the tools.  The conclusions and the key challenges I have identified, do largely still remain.  It was also so exciting to recently learn about the amazing work happening in our classrooms in West Vancouver and across the country, and recognized through the 2014 Government of Canada History Awards.  For the same reasons I found it so exciting to be a teacher and a learner in 2006, I find it even more so true today.

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