History has never been as present in our daily lives as it is today.

Through any number of media outlets, tens of millions of people are in daily contact with historical discourses and practices. Between games, informational articles, social media posts and other sources, history is everyhere—in Civilization VI, “life-size” role-playing games, The Berlin Trilogy, The Iron Throne, and the works of Tolkien or Satrapi. It’s in cultural productions that evoke events or phenomena that happened or are still happening (Assassin's Creed Unity, SLĀV and Kanata, Gone With the Wind).

This rise in popularity of history, along with an unprecedented access to social platforms, provide opposing and irreconcilable views of what should be commemorated (or debunked), of decolonization and reconciliation, and of other historical and social justice questions such as the elimination of police brutality and racism.

How can we help our youth develop the critical thinking they need to address these questions?

Reflecting on the use of works of non-academic history in the classroom, the authors of this book explore the use of popular or public history in the classroom to teach historical thinking that will enable students to become informed and engaged citizens.

Series edited by: Nicholas Ng-A-Fook, Carole Fleuret
Contributions by: Charles-Antoine Bachand, Julien Bazile, Etienne Anheim, Audrey Bélanger, Jean-François Boutin, Vincent Boutonnet, Penney Clark, Olivier Côté, Stéphanie Demers, Simon Dor, Alexandre Lanoix, Virginie Martel, Anik Meunier, Sabrina Moisan, Carla Peck, Bastien Sasseville, Alan Sears, Valérie Theis, Marie-Pierre Tremblay
Translated by: Judith Weisz Woodsworth