The current Alberta Social Studies curriculum places a strong emphasis on recognizing the importance of multiple perspectives in the interpretation of Canada's past. The three drawings that the author has created represent the progression from the overall arching grand narrative of Canadian history to the introduction and embedding of the multiple perspectives to aid the possible narrative competence of the student. The silencing of the "others" and their interpretations of the past are represented by the components of the first drawing which takes place in a study hall. While silence prevails in the first drawing, the second drawing brings silence into the historical thinking of multiple perspectives. The final drawing represents the overall realization of the ways racism and race-thinking create the mythologically informed imagined community of Canadian insiders and outsiders. By focusing on embedding multiple perspectives rather than simply adding on to the grand narrative, teachers are able to "make history visible in all their complexities." Doing so allows students to understand the importance of epistemology and ontology when interpreting history. This approach creates a disruption in the students' previous historical approach and enables them to connect the multiple perspectives of the past with the present. This ultimately enables students to think about the complexities of the world in which they live in, where the embedded multiple perspectives in historical thinking allows them to better "make sense" of their world.