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There are always issues in society, which raise controversy, debate and discussion. At St. Ann's, the implementation of Vatican II raised many issues around which practices should be followed by Roman Catholic practitioners. Several changes were introduced as an outcome of Vatican II, which directly affected the life of Sisters at St. Ann's Academy. For example, they were no longer required to wear the Holy Habit - some were happy with this decision, while others found it difficult to adjust. More recently, the decision to restore the St. Ann's Academy building raised a number of concerns in the community. For one thing, the restoration would be an extremely expensive endeavor. Other considerations include how the building should be used. At St. Ann's Academy, for example, some sections have been restored and are open to visitors, while other sections are used as government offices. The St. Ann's chapel is open to the public, and many people go to St. Ann's Academy for their weddings. Project:
Current Event Critique -Heritage Building Conservation: Have students research an old heritage building in the community which is under consideration for restoration, and have them look at the issues involved, such as costs, building use, and heritage building laws. Have them write a report on whether they agree with the restoration of the building, and why or why not. Learning
Objectives
Many of the
students at St. Ann's were children of the Hudson's Bay fur trading
company, as well as from local Native communities and abroad. The
setting in which student life took place is colored by the history
of colonization to and movement through Canada. These are the origins
from which the history of St. Ann's emerges, along with that of
British Columbia and Canada. Links
The history of St. Ann's Academy is interwoven with the history of Quebec and British Columbia. The story of how the Sisters of St. Ann were founded begins with the migration of early settlers from France to Quebec. The later journey of a group of four Sisters from Montreal to the Pacific Coast coincides with the gold rush in Victoria, when thousands of families were pouring into the region, and a British settlement was being established here Project: Historical Poster Presentation Create a poster which illustrates the history and heritage of Victoria, or another place in Canada that interests you. Research how Aboriginal people, the French and the British all contributed to the development of this area. Use drawings, photographs, poems, magazine clippings, and anything else you'd like, to illustrate your poster. Create a timeline of the significant events which took place if you wish. Present your poster to the class, explaining how you've displayed Victoria' s history in your poster. Use a variety of primary and secondary sources, such as websites, books and articles from the library, interviews with people who can tell you about the history, videos, etc. Learning
Objectives: Links
St. Ann's Academy's
French cultural heritage can be traced back to it's beginnings in
rural Quebec, with the founding of the Sisters of St. Ann. The influences
of the Sisters' French backgrounds are reflected in the building's
architecture of the St. Ann's building, and in some of the activities
and characteristics that were introduced to the students by the
Sisters. Research French history and culture in Canada, and write a report on how it influenced the early development of Canada. In what other areas has French culture been influential in Canada? Give examples (Art, Music, Architecture, Language), and see how many areas you can find! Learning
Objectives: Links
History has many perspectives, depending upon who is telling it, and what stories the person chooses to tell. Sometimes what we read in textbooks is only a small part of a much bigger story, and many perspectives are often not included. History is also much more than just what we find in textbooks, and can be recorded in many ways. Some histories are oral, and passed on from generation to generation through the telling of stories, such as with many First Nations groups. Others are written, or recorded on tapes. St. Ann's history is recorded in its paintings, its building, in memoirs from students, in books and written records, and on tapes of oral interviews with past students. Putting this website together is a way of recording history, and is, to a great extent, based upon the subjective choices the researcher/writer makes in what to include. Project: Art Analysis Look at samples of art by the Sisters and students of St. Ann's Academy. Write an essay in which you discuss how art reflects history. Discuss what inferences can by made about the artists' life at the time. What may have influenced their choice in medium and subject? What does it say about the culture of the time? How might it differed from the art of men in their era and social class? Look at other women's art at that time as well, and see how their artwork compares, and what information is being conveyed. Other Activities: Have students interview a grandmother or older female person that they know, about what life was like when they were growing up, and how things have changed for women over the years. Have students prepare some questions in advance, and do some research on the topic. Have students record the interview and bring it in for the class to listen to, and have a classroom discussion about their interviews. Questions to consider are: How has the nature of families and women's roles in Canada changed? How is history created, and whose perspectives are represented or excluded? How have women been represented in history? Learning
Objectives: Links Return
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