Sandwell, Ruth (2005). The Great Unsolved Mysteries of Canadian History: Using a
Web-based Archives to Teach History. Canadian Social Studies, Volume 39, (2). New
Approaches to Teaching History.

This article was relevant to me because I am familiar with the locations of the project’s stories. The lessons provided would be motivating and relevant to students who are learning about the history of Canada. Through the use of mystery the primary articles used through out the web-based site require students to be active participants in the learning process.
In the article, Ruth Sandwell outlines the web-based project for teaching Canadian History through the use of primary sources. A primary source is identified as evidence that is written during its time and they include, original documents (autobiography, diaries, e-mails etc.), creative works (art, drama, films, music), or relics and artifacts (buildings, clothing, jewelry). In collaboration, colleagues John Lutz (University of Victoria) and Dr. Peter Gossage encourage the use of primary documents, resulting in an award winning collection of sources called “The Great Unsolved Mysteries of Canadian History.” The article provides reasoning to the advantages of using a document-based approach, philosophical and pedagogical backgrounds to the sites, overviews of lesson plans, and examples from teacher guides. The article is written to explain how these theories translate into practical lessons; consequently, changing the way history is taught.
Similar to historians, the use of mystery demands research and the practical lessons are said to change the way teachers teach history. Historical knowledge that requires the student to analyze and interact with primary sources provides opportunities for student creativity and success in learning. Sandwell and Lutz provide primary sources that are easily interpreted and evidence-based; aspects of history are developed through the unfamiliar mysteries, such as “Who Killed William Robinson? Sandwell shows that by scaffolding a series of levels the students are challenged to a critical examination of history.
The lesson overview by Sandwell is clear, concise, and student engagement is expected to be high, changing the way history is taught. As a theme to capture the student’s attention, Sandwell uses a mystery that takes place on Saltspring Island-- “Who Killed William Robinson” There is seven lessons spanning over 15 classes. The mystery ends in a mock trial and this allows the students to deliberate and reflect on their conclusions. References to careful assessments of student learning are addressed in terms of how well students can select evidence and construct historical knowledge. That being said, teachers must be specific in terms of the criteria they are looking for in the theme- based unit.
In summary the web-based site allows for students to critically think about historical events by “doing history” not by the memorization of facts. Sandwell does a great job providing an overview that sparks interest to any Social Studies program, which improves student learning. I am seriously considering using this site in teaching all grades of a high school Social Studies class because the pedagogy is consistent with the theory that requires the student to critically think. Student engagement provides more opportunity for student success in learning. The site is must visit for all Social Studies teachers http://www.canadianmysteries.ca/mysteries/indexen.html.