Addresses a collaborative celebrations project that was assigned to a group of students enrolled in a course on educational methods focused on integrating the arts and social studies. Explains that this project contributed to an understanding of the family and community aspects of celebration. Considers the project outcomes. (CMK)

Explores the diary of Karl Clark that focuses on his experiences in the Athabasca tar sands. The diary helps decipher the nature of 1920s town life and the pioneering spirit involved in exploring the oil sands. Includes background information on Clark. (CMK)

Utilizes a letter by J. Dewey Soper as an example of how archival documents can be used in the social studies classroom and explains that in the letter Soper reported on his exploration of Baffin Land (Canada) to the acting director of the Geological Survey. Addresses possible activities and discussion questions. (CMK)

Describes a humanities approach to teaching and strategies for implementing a humanities program in the social studies. Discusses implementation strategies in general and provides an example of a grade 7 humanities unit. Concludes by suggesting means for generating support for a humanities approach within the school and community. (DSK)

Recommends using "Readers' Theater" as an interdisciplinary approach to social studies. Maintains that the format lends itself to the examination of social issues and current events while it provides opportunities for a variety of learning styles. Briefly discusses Jan Truss' book, "A Very Small Rebellion." (MJP)

Defines the educational practice of deep ecology as utilizing a social action framework to teach students how to take action on behalf of the communities of flora, fauna, and people. Discusses the theories that form the basis for this movement and specifically addresses how this can be applied to citizenship education. (MJP)

Describes the efforts of one elementary art class to move beyond the limits of formalism when examining and discussing art. Guided by the teacher, the class attempted a critical deconstruction of the work of Edgar Degas focusing on his depiction of working class women. Includes three reproductions of Degas works. (MJP)

Argues that the concerns and reactions of young girls to popular culture often are deemed superficial and irrelevant in social studies. Recalls an incident where a 13-year-old's journal entry regarding her fascination with horror films was poorly graded. Includes transcripts of the girl talking about films. (MJP)

Focuses on three different project approaches used by teachers in the Alberta (Canada) Heritage Fairs. The Fairs are multimedia education programs designed to increase awareness of and interest in Canadian history. Discusses celebrating personal history, early Canadian history, and culture. (MJP)

Reviews and recommends the teacher's resource guide, "Teaching about the History and Nature of Science and Technology." Discusses creating a History of Science and Technology course, developing materials, and interdisciplinary planning and teaching. The guide includes sample lesson plans and appendices to resources. (MJP)

Highlights the main points of Newfoundland's," A Curriculum Framework for Social Studies: Navigating the Future." Examines the document's development, theoretical foundations, content, and applications. The Framework stresses historical, geographical, economic, cultural, political-legal, global, and technological literacy. (MJP)

Recommends integrating global education objectives in a low-key manner through the questions and examples that the teacher interjects into classroom discussions. Articulates four foci that can serve as entry points for global education in many discussions. These include moral issues, systems approach, and reflexive inquiry. (MJP)

Discusses and illustrates three ways to promote prosocial attitudes towards global issues among students. Includes classroom environments that reinforce desired attitudes; facilitating direct "emotional" experiences that influence attitudes; and engaging students in thoughtful deliberation about global issues. Offers illustrative examples for…

Discusses how students can examine global and moral issues by exploring trickster tales from different cultures. Recommends these tales for their moral component, entertainment value, and rich source of cultural knowledge. Includes criteria for selecting trickster tales for young audiences. (MJP)

Describes strategies and learning activities designed to create connections between students' feelings and historical incidents. The interdisciplinary activities often combine novels, writing assignments, and guest speakers. The students also conduct mock trials concerning historical issues and conduct their own research. (MJP)