The process of engaging students in the negotiation of their place in historical landscapes is vitalized through the development of historical consciousness as a pedagogical tool for instruction in social studies. This study uses student reflection collected from a graduate course to examine how historical consciousness is understood and expressed through experiential interaction with historical sites and the role of people, places, and historical events in the creation of social history. The participants in the study reflected on how public memory is constructed and individualized within grand and personal narratives of their chosen area of commemoration. The study’s participants showed an eagerness to incorporate interactive technology to express their understanding of historical events, further highlighting technology’s role in democratizing information through digital historical narratives. The student-participants also internalized and articulated their experiences with history through artistic means, which permitted a free expression across multiple media. As prospective educators, the participants negotiated the role of historical consciousness in the development and extension of curricular practices, including the critical examination of official narratives in favour of a socialized history.
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