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Abstract

In this paper, Cronk discusses teaching grade 4 social studies in British Columbia. He investigates the difference and confluence between history and narrative and wonders how the historical thinking method does or does not help in teaching in a way that allows alternative narratives to be told as a matter of justice. He specifically looks at curriculum, content, and practices in teaching the topic of the gold rush in BC and points out how a settler-apologist narrative tends to obscure, omit or marginalize narratives that would challenge this myth.