Describes a project in which grade-four students read a historical novel and wrote essays as historical characters. College-level education students also read the novel and replied to the elementary students. Concludes that the project helped students achieve preestablished instructional goals. (CFR)

Reports on a field trip by secondary school history students to Fort Malden National Historic Site in Canada. Describes the use of primary sources and battlefield sites to help students understand historical perspective and interpretation. Includes discussion questions for students and recommendations for implementation. (CFR)

Reports on a study of 93 McMaster University (Ontario) sophomore history students about their secondary school preparation in history. Finds that most respondents felt comfortable about their high school education, but a significant number were uncomfortable with their preparation for tutorial work, notetaking, and essay writing. (CFR)

Describes a project in which eight preservice teachers and their instructor reviewed and revised materials for teaching about the Columbian Quincentenary in light of recent historical interpretations. Discusses issues related to the purpose of education and teaching. Concludes that curriculum decisions must be based on a continuous examination of…

Describes the philosophy and operation of the Danish Tvind Schools, private schools supported in part by public funds. Explains how the curriculum involves student travel, participation in curriculum decision making, and school management. Reviews the implicit criticisms of traditional schooling that the experiences of the Tvind Schools…

Reviews the place of global education in the curriculum. Points out that global education's relationships to other subjects is still confused and that empirical research regarding its aims is weak. Contends that the growth of global education is dependent on more conceptual research and development. (CFR)

Describes five classroom activities or projects used in Canadian social studies classes. Includes discussions of the use of artifacts, a field trip to Spain, a simulation of the Earth Summit meeting, and the application of mahatma Gandhi's philosophy to current problems. (CFR)

Presents a wordfind puzzle game based on multilingualism in Canada. Includes languages of European and Asian derivation only. (CFR)

Questions whether current social studies curriculum units and learning activities contribute to the goals of citizenship education. Contends that student attitudes about citizenship are seldom affected by typical social studies instruction. Asserts that teachers must understand and accept larger educational goals and develop classroom activities…

Describes the philosophy and operation of schools based on the ideas of Celestin Freinet, founder of the Ecole Moderne movement. Discusses the child-centered approach, cooperative-learning techniques, and participatory decision making that are characteristic of these schools. Points out that the curriculum frequently emphasizes contemporary social…

Reviews "Standards for the Preparation of Social Studies Teachers," published by the National Council for the Social Studies (NCSS). Maintains that the document does not vary far from current practice and that it bases teacher preparation on content from history and social science courses. Argues that more emphasis on learning theory and clinical…

Reviews the "Curriculum Guidelines for Multicultural Education," revised and published by the National Council for the Social Studies in 1992. Finds that the guidelines emphasize the total school environment and do not depend on the social studies curriculum alone to teach about cultural diversity. Contends that Canadian educators and schools can…

Presents a classroom lesson based on the walls of old Jerusalem. Maintains that cooperative-learning techniques used to build a model of the wall helped students understand the meaning of the original wall and the division of modern-day Jerusalem. (CFR)

Introduces a special theme issue on the Holocaust. Describes events during a visit to Germany, Poland, and Israel by Canadian educators. Previews articles in the theme issue. (CFR)

Maintains that the Holocaust is an integral part of the Canadian secondary history and social science curriculum. Asserts that pedagogical considerations for the Holocaust should not differ from the study of other major events. Discusses content selection, skill development, appropriate resources, and student sensitivities. (CFR)