Presents an educational game for helping secondary school students learn about the role of Raoul Wallenberg in protecting European Jews from Nazi abuse in Hungary. Explains game objectives, materials needed, and procedures. Includes a map of 1945 Budapest that serves as the game board. (SG)

Discusses the portrayal of women in Canadian history textbooks. Analyzes the extent of sex stereotyping in the books from the 1960s to the present. Suggests that the best way to address the problem is to meet it head on. Notes the failure of a Newfoundland teachers' group to win incorporation of a gender roles course into the curriculum. (SG)

Explores instruction concerning the Irish role in Canadian history. Suggests that the Irish influence has been downplayed and presented to students in a biased manner. Discusses particular incidents in which Irish people have been portrayed negatively in textbooks and instruction. Argues that Irish Canadians achievements should be celebrated in…

Presents a crossword puzzle and a word-find puzzle. Provides clues dealing with Canadian history and government. Includes an answer key for the crossword puzzle. (SG)

Presents a game for learning about Canada's geography, natural resources, and major highways. Suggests that the activity will help students develop map skills, knowledge of capital cities, cooperative skills, and natural and human-made hazards. Includes instructions concerning game objectives, procedures, and materials. (SG)

Addresses the problem of bureaucratic control over what is taught and how in the classroom. Suggests that only by allowing classroom teachers to be part of curriculum decisions will public schools promote the growth of academic freedom and creative thinking. Argues that quality teaching is more important than political safety or obedient teachers.…

Discusses a report of a task force on English language education in Quebec. Describes each portion of the report: educational policy, issue analysis and recommendations, and predictions that English-speaking student enrollment in Quebec will continue to fall. Includes additional opinions on other subjects. (DK)

Describes the reaction of Canadian Indians to the issues of taxes, self-government, and the nature of the relationship between the Canadian government and the tribes. Suggests that diverse cultural views necessitate communication. Argues that the real question of taxes is whether the government or the tribe will be the tax collector. (DK)

Discusses Canadian government policy dealing with internal matters of party politics and international questions of human rights. Describes the political situation in Burma as an oppressive military regime. Urges the Canadian government to take a firmer stand to influence the international community against tolerating regimes that are guilty of…

Suggests the integration of science, technology, and society themes into existing elementary social studies curricula. Surveys works representing the philosophical basis for science, technology, and society. Includes suggestions for use of technology and society themes at each grade level of elementary school. (DK)

Explores the role of science, technology, and society (STS) in science education. Examines some STS training exercises designed to help science teachers appreciate the role of science and technology in society. Suggests that the cooperative learning activities, debates, and plays can be used equally well in a social studies classroom. (DK)

Discusses the National Council for the Social Studies "Guidelines for Teaching Science-Related Social Issues." Suggests that only through appropriate citizen action and participation can technology and science be contained and directed. Suggests a teaching unit exploring the topic of science, technology, and society. (DK)

Suggests that, because both history and computers are information based, there is an natural link between the two. Argues that history teachers should exploit the technology to help students to understand history while they become computer literate. Points out uses for databases, word processing, desktop publishing, and telecommunications in…

Presents a critique of an article by Chuck Chamberlin arguing for a political action model of social studies instruction in elementary schools. Suggests 10 reasons why this approach may not be advisable. Argues that Chamberlin's suggestions lean heavily on a U.S. study that may not be relevant to Canadian society. (DK)

Argues that a social action model of citizenship education is mandated by two principles of democracy: consent of the governed and equal opportunity for participation in governance. Emphasizes the importance of a sense of political efficacy. Argues that wealthier children learn this at home, but children from poorer families need this experience…