Explores whether lessons about cultural universals could promote self-efficacy in elementary students. Describes the three study units designed and based on a cultural universal (food, clothing, and shelter). States that five styles of teaching were observed that appear to promote self-efficacy. (CMK)

Discusses the importance of quilts. Reviews ten children's books about quilts providing a summary of each book and curriculum connections. Explains that the reviews include numbers that correspond to social studies themes based on the themes described in "Expectations of Excellence: Curriculum Standards for the Social Studies." (CMK)

States that teachers should understand their own assumptions about conflict and their approaches to it. Proposes a four-step model for conflict resolution: (1) identify the problem without blame; (2) brainstorm alternatives together; (3) agree on a solution; and (4) evaluate the result. Includes a section of conflict resolution resources by Steven…

Focuses on the use of trade books in the social studies classroom. Presents different trade books on human rights, child laborers, and different cultures for use with intermediate grade students. Includes lesson ideas for each topic and provides unit culminating activities. (CMK)

Discusses how audiobooks can be used in the classroom; different settings where audiobooks can be used; and the advantages of listening to audiobooks instead of silent reading. Provides a list of eight audiobooks that can be used for a social studies unit to find a creative solution to childhood struggles. (CMK)

Criticizes the use of map coloring as an activity for teaching geography. Acknowledges that many teachers use it because it was how they were taught. Argues that children are inherently interested in geography and can be taught geographic skills in elementary school if the materials are presented well prepared. (DSK)

Discusses the impact of globalization on the jobs and trade of Canada. Emphasizes new relationships with countries in Latin America and Africa. Notes the types of trade that Canada enjoys with these two areas and encourages expansion of business into them. (DSK)

Suggests that geography instruction is an ideal opportunity for reinforcing culture and identity among First Nations people. Discusses the issue of culture and some sources of opposition to teaching culture on Indian reserves. Points to themes that can subtly integrate cultural lessons with geography lessons. (DSK)

Discusses contemporary, dichotomous views of markets: the global market is "good"; other (more local) markets are bad. Argues that nonglobal markets are viewed as obstacles to the global market that must be removed, despite their roots in local cultures and provision of services not available in the global market. (DSK)

Comments on several biographies of and articles about Pope John Paul II. Argues that he has been the most ecclesiastically consequential pontiff in centuries, revitalizing the church by crafting an evangelical Catholic response to the 21st century crisis of modernity. Suggests that the Pope should be the "man of the century." (DSK)

Presents an overview of ethnohistory, a relatively new area of historical investigation that draws on anthropology, geography, and linguistics, as well as history, to document the pasts of predominantly indigenous peoples. Encourages social studies teachers to take notice of a major body of work being produced by Canadian ethnohistorians. (DSK)

Continues a discussion of the state of secondary social studies in Saudi Arabia. Discusses the preparation of textbooks and their use by Saudi teachers. Notes problems with the texts and teachers' use of nontext materials in their teaching. Offers conclusions and recommendations for improving social studies education in Saudi Arabia. (DSK)

Presents resource-based, statistical research projects for Canadian grade 9 geography developed by teachers and librarians at Merivale High School (Carleton). Shares their teaching strategies and materials and discusses the results achieved. Notes that the activities can be transferred directly to other schools, using resources readily available…

Argues effective learning requires suitable resources and that teachers can reap great rewards by establishing cooperative partnerships with local communities to gain access to otherwise unavailable resources. Uses the example of planning, executing, and implementing a Geographic Information System (GIS) in a Canadian urban junior high school…

Deals with the formation and operation of the Canadian Council for Geographic Education (CCGE). Discusses its operations, programs, publications, key personnel, and how to join the council. Programs discussed include The Great Canadian Geography Challenge, the CCGE Teacher Network and newsletter, Geography Awareness Week, and summer institutes for…