# data[].attributes.headline
What 2 places did you visit and what stories or objects did you find? (description) Please include images.

# data[].attributes.subject
What 2 places did you visit and what stories or objects did you find? (description) Please include images.

# data[].attributes.body
The first part of the virtual exhibit that the viewer encounters is the American/British tradition of a "white wedding". Queen Victoria is said to be the person who started the tradition of brides wearing white to symbolize virginity and modesty, which has now become the default for Western weddings. There is also a pair of wedding shoes from Philadelphia from around 1814. The fact that the North American/British culture is shown first is significant because it presents this tradition as the "norm", and all other wedding traditions are "Other"

# data[].attributes.body
Here are some examples from traditional shoes for men. The first image shows a pair of shoes that were worn by a groom in India. Shoes are taken off when the groom enters the area or building where the wedding is taking place. Some weddings take part in a tradition where the bride or her friends will steal the groom's shoes and not return them until their ransom demands are met. The boots are from the Czech Republic and are ornately decorated which is unusual for a typical men's shoe in the Czech Republic. These boots feature long purple tassels, embroidery, and brass heels

# data[].attributes.body
white dress worn as a backdrop to gold and silver decorations in royal weddings as early as the 1800’s; wedding dresses were more about displaying royalty through silver and gold jewels

# data[].attributes.headline
What 2 places did you visit and what stories or objects did you find? (description) Please include images.

# data[].attributes.subject
What 2 places did you visit and what stories or objects did you find? (description) Please include images.

# data[].attributes.body
-       Queen Victoria changed this through her decision to wear white with no jewels on dress; popularized the colour white for wedding dresses, and white as a symbolic colour for purity – she wore white shoes to accompany

# data[].attributes.body
-       Indian History: Indian Bride given an abundance of gifts to prepare for married life such as furniture, cloth, etc.; of one of the many gifts, these shoes may be given as a sign of wealth and abundance

# data[].attributes.body
-       For the groom, khussa are worn in some parts of India; below is a traditional pair with gold embroidery – the wearing of these shoes is sometimes accompanied by a playful game where the bride and her sisters steal the shoes until their “ransom” is returned, whatever that may be

# data[].attributes.headline
What is the significance and perspectives of these stories or objects for Social Studies learning?

# data[].attributes.subject
What is the significance and perspectives of these stories or objects for Social Studies learning?

# data[].attributes.body
Weddings are an interesting cultural practice to examine because most societies around the world have some version of it. You are really able to compare and contrast the differences in different cultures’ interpretations of what a wedding is, and what it means for two people to form a union. Wedding shoes are particularly interesting to examine because they will usually be very special objects, designed primarily for aesthetics rather than practicality. This exhibit could be interesting for social studies learning because it can be a jumping-off for students to compare their own cultural practices and family traditions to those of their classmates.

# data[].attributes.body
-       Perspectives range from various cultures around the world (Europe, Hindu culture, Japan, Russia, etc.); there is a huge importance in sharing diverse stories and perspectives – takes away from Eurocentric views and makes way for a worldly perspective

-       Different objects have different cultural and societal meaning even if they are all under the same category (shoes)

Even though many cultures are represented, the section on European shoes and wedding is a little longer and more time dated as compared to other cultures (shows Eurocentric perspective still prevails to some extent)

# data[].attributes.headline
What are some of the challenges with public online institutional sharing (decisions regarding what & how stories & objects are shared?)

# data[].attributes.subject
What are some of the challenges with public online institutional sharing (decisions regarding what & how stories & objects are shared?)

# data[].attributes.body
This exhibit featured shoes and other cultural artifacts from the USA, the UK, Japan, India, Korea, the Czech Republic (Moravia), the Netherlands, Finland, Morocco, Turkey, Malaysia, and the A:shiwi nation on Turtle Island. Only one country featured (Morocco) is on the African continent, and there is a noticeable lack of any representation of Black cultures from around the world. In a virtual exhibit, the curator creates a hierarchy of importance in the order that they place the artifacts. The one pair of shoes from Morocco is in the final section which is titled "Mini wedding stories from around the globe", insinuating that these cultures are less impactful. Overall, there is a noticeable lack of any stories from Africa, South America, Central America, and Caribbean cultures.

# data[].attributes.attachment_caption
From the top left going clockwise: an image of the Journey of Inspiration icon in the CMHR app, images of the CMHR exterior & interior and Alabaster Ramp Way

# data[].attributes.body
We went on the virtual Journey of Inspiration tour at the Canadian Museum for Human Rights (CMHR) in Winnipeg, Manitoba through the museum app. There are also two videos on the CMHR’s website that do literal virtual walkthroughs, including some recent (previously) temporary exhibits on acts of activism like Grandmothers in Solidarity, but the app allows for you to go at your own pace and has interactive activities that aren’t in the short pair of ten minute videos so this will focus on the app’s virtual tour.

On the first floor, we had the introduction to the building’s outside architecture, discussing the symbolism of the design.

# data[].attributes.body
On the second floor, there were 3 sections:

First we have What are Human Rights? which provided an introduction to the concept of rights.

Then we have Indigenous Perspectives, which included an interactive exploratory installation describing the Indigenous history of the land of Forks as well as indigenous art created by indigenous artists in collaboration with indigenous youth across the country, which were described through Spirit Panels.

Thirdly we have the Canadian Journeys section which discussed different stories and events that shaped human rights in Canada, such as religious freedom protests in Quebec, the Asbestos miners strike, and the story of Shannon Koostachin, who fought for indigenous access to education for the Attawapiskat community.

# data[].attributes.body
On Floor 3 we had an exhibit on protecting rights in Canada, focusing on the Charter and a contemplation garden for us to take a break and reflect, allowing visitors to take in everything they’ve just seen and heard.

# data[].attributes.body
On Floor 4, we examine the Holocaust, looking at German radio propaganda and interestingly, the implications of everyday Germans in the denial of human rights during the Holocaust. The juxtaposition of the map of Auschwitz and photos of the employees at said concentration camp show just how much far their work with the Nazis reached, implicating them despite the perception of them “just doing their jobs”.

We also discuss the Universal Declaration of Independence, and human rights activists honoured as Honorary Canadians, like Nelson Mandela and Malala Yousavfsi. There is also a section that focuses on genocides and mass atrocities, with the online version of the exhibit emphasizing Holodomor.

# data[].attributes.body
On Floor 5, there is an art installation focused on everyday objects that tell human rights stories of today, such as coffee cups and fairtrade and cell phones and extraction economies. There are two stories of human rights defenders given as well relating to fighting against ableism and child prostitution and abuse.

# data[].attributes.body
On Floor 7 we have an emphasis on Inspiring Change, meant to show that localised actions can make a big difference, giving examples like the first integrated prom in Wilcox County, Georgia. There is also a powerful interactive art examination activity exploring a Bentwood Box designed to reflect on the Truth and Reconciliation Commission and the impact of residential schools.

# data[].attributes.body
At the end on Floor 8, there is an interactive installation to explore different human rights events in the places of the Forks, such as the workers strike at Union Station, the women’s voting rights demonstrations at the Exchange District, and the church that Metis leader and activist Louis Riel organized at. You have to physically move your phone in order to find the information spots, similar to how if you were actually on the tower you would walk around to see all the different places.

# data[].attributes.body
On all levels of the tour, there are mood maps to track your feelings and reactions to the objects and exhibits, allowing for a metacognitive reflection after every floor but also helping the museum figure out what people are feeling about their exhibits.

# data[].attributes.headline
What is the significance and perspectives of these stories or objects for Social Studies learning?

# data[].attributes.subject
What is the significance and perspectives of these stories or objects for Social Studies learning?

# data[].attributes.body
First, the tour was offered not just for the hearing and sighted, but the Journey of Inspiration Tour also was offered through ASL and full audio. This already tells me that there is a great effort to be inclusive and accessible. Then the architecture of the building also tells this story of inclusiveness and bringing people in. The Alabaster Rampway for example, was described as being literally designed with human rights in mind, marking the importance of the “mythic journey” one goes through in the museum being accessible for all, such as those in wheelchairs.

The emphasis on Indigenous perspectives was also very clear, especially through the Spirit Panel art works and the Bentway Box. In allowing indigenous youth and artists to express their views on human rights, this tells museum goers that they are important sources of knowledge and should be listened to. The Bentwood Box too is incredibly intricate in its design, and going through all the symbolic meanings of the medicine wheel and thunderbird puts indigenous experiences and ways of knowing at the forefront. Throughout the exhibit there are also references to indigenous ways of knowing and history recording, such as oral tradition and indigenous storytelling.

Even though this was a digital tour, there is a very place-based perspective in the discussion of architecture and the fact that the CMHR is located in Winnipeg throughout the exhibit too. There is a great emphasis on the importance of the land, the meaning behind the structure and design of the building, and historical meaning of the land and location. Throughout, the museum is of the perspective that a place focused on human rights had to be in Winnipeg, adjacent to the Forks. Through interactive activities during the Indigenous Perspectives and the ending Tower of Hope installation, where you get to virtually look out at the different areas around the museum and are led through the many human rights events that have happened there by an audio guide.

Looking at the impact of everyday German citizens and how they contributed to the Holocaust also tells the story of the importance of our everyday actions, rooting that in the idea of being a compliant citizen of an unjust nation through the use of map imagery, and how in our own normal lives we are responsible to act justly and to create a culture of human rights. This story of the importance of normal people is then strengthened in the inspiring change floor, where stories of local human rights events and the everyday people that were behind them emphasize to visitors that they too can act, just like these people, if they see injustice in their own lives.

# data[].attributes.headline
What are some of the challenges with public online institutional sharing (decisions regarding what &how stories & objects are shared?)

# data[].attributes.subject
What are some of the challenges with public online institutional sharing (decisions regarding what &how stories & objects are shared?)

# data[].attributes.body
One challenge of the online tour is that while a museum is already incredibly curated in person, it is especially so and extra streamlined online, as not everything from the in person visits is typically put up online. As this app was made for both people to use to visit the museum virtually but also as a guide for people physically able to visit, not all things are accessible through the site or app, such as the short films and interactive games referenced in the digital walkthroughs but it is still impressive just how much there is in the app.

There is also the issue of notable absences of certain voices and stories. Surprisingly, there are no mentions of the Israeli-Palestinian conflict and Palestinian human rights, although we assume this is for two reasons - the founder, Israel Asper, was himself a zionist, and including mentions of Palestine would probably complicate the exhibits focusing on the Holocaust. There are also no mentions of LGBTQ+ rights movements in the virtual tour, and the museum has gotten in trouble in the past for this lack of inclusion in their in-person tours as well. It was also interesting to note that mentions of women’s rights remained mostly within the realm of voting and not mention reproductive rights, and that the indigenous sections did not reference environmental activism such as movements like Idle No More or other pipeline protests, presenting very thin perspectives on the current human rights struggles activists of these identities face today. It felt like there are other stories here that are being ignored either accidentally or purposefully so as to not make sponsors and visitors too uncomfortable.

# data[].attributes.headline
Pedagogy: How will you use the Field experience in your Social Studies teaching? (Background information, field study activities, post-research work?)

# data[].attributes.subject
Pedagogy: How will you use the Field experience in your Social Studies teaching? (Background information, field study activities, post-research work?)

# data[].attributes.body
We can see this being an incredibly useful resource for teaching online, as this was one of the more expansive virtual tours with free access we were able to find. This especially works well in the Grade 6 curriculum, which has expectations that focus on human rights. As a field study activity, in the beginning of the tour we are asked what human rights stories we would include, and this is a very inquiry based query that could provide a great jumping off point for an activity. After going through the tour with the class or having them do the tour asynchronously, an activity could be done where we create our own potential exhibit and discuss stories we would include could be something very intellectually stimulating.

# data[].attributes.body
-       How to represent all cultures equally (almost impossible to be done)

-       Advantages are that there may be more of an equal representation of attention to different installments (e.g. scrolling through all of the installments versus in a gallery going and looking at certain objects and ignoring others)

Challenge is that online public institutions may be ignored much more than physical galleries and museums even though many online institutions are free

# data[].attributes.headline
Pedagogy: How will you use the Field experience in your Social Studies teaching? (Background information, field study activities, post research work?)

# data[].attributes.subject
Pedagogy: How will you use the Field experience in your Social Studies teaching? (Background information, field study activities, post research work?)

# data[].attributes.body
One thing I found interesting about this exhibit was how it was able to tell the story of a culture and its traditions, values, etc through a few objects. I think I could use this in my social studies teaching by creating mini-exhibits where students choose a small object to represent a larger idea or theme. E.g. in a novel study, students choose three objects to represent one of the characters, or they choose objects that represent their family/culture, etc

# data[].attributes.body
-       Field study experience is a good backdrop for a classroom activity! Ask students to bring something into class for a “show and tell” that represents their family history, culture, or identity – the field study experience creates an excellent backdrop to

- Challenging studies to take on less of a Eurocentric view and create their own museum experience centred around magnifying diverse voices