Discusses the importance of cultural geography for understanding the environment and of teaching geography as a form of visual literacy. Notes different concepts of landscape, including landscapes as physical geography, landscapes as texts, and landscapes as a process of identity formation. Examines cultural expressions of geographic visual…

Argues that remote sensing images are a powerful tool for teaching geography. Discusses the use of remote sensing images in the classroom and provides a number of sources for them, some free, many on the World Wide Web. Reviews each source's usefulness for different grade levels and geographic topics. (DSK)

Presents an annotated bibliography of seven geography education resources for Canadian educators from the ERIC database. The materials include digests, monographs, journal articles, and academic papers. The citations include all relevant bibliographic information and a short abstract, as well as information on locating and ordering the materials.…

Argues that the Internet and the World Wide Web are excellent resources for geography education. Provides instructions for exploring geography resources on the Internet. Reviews six Internet sites (provides URLs) that allow geography teachers and students to interact. Provides instructions for accessing listserves and newsgroups related to…

Ponders where religion fits into public education and whether religious corporations should be kept out of public schools. Concludes that the moral principles found in religion should be taught through exploration of world religions only if the instruction is informed and adheres to ultimate principles and values by which to live. (CMK)

Identifies differences between Canada Native religions and Christianity in order to explore the true definition of spirituality. Believes that nature should be considered the equal of humans and deems the natural world as sacred. Concludes that students in social studies classrooms should learn about Native perspectives to help them understand…

Draws on the author's experience and research to explore how strong ideological beliefs impact social studies teaching in religious schools. Suggests a concerted effort by teachers in religious schools, in particular Mennonite schools, to reflect the ethos of the school. Describes the experience of teaching in a religious school. (CMK)

Discusses ways in which Constance Horne's children's novel "Nykola and Granny" can be used with Canadian students to highlight religious experiences. Offers an overview of the novel and explains that the students will learn about settlement in Canada and immigration. Gives seven different activities to complement the book. (CMK)

Explores the issue of whether evil exists in the world and the best ways to confront it. Claims that the ubiquitousness of evil places a responsibility on social studies educators to address it in the classroom. Offers six suggestions for teaching students about the existence and implications of evil. (CMK)

Discusses the historical shift from teaching religion to teaching about religion. Calls for teachers to develop a greater understanding of religious diversity, its role in shaping lives, and the effect it has on historical change. Offers suggestions and resources designed to assist social studies educators to teach meaningfully about religion.…

Explores the concept of mysticism and suggests how teachers can incorporate it into their classrooms. Compares two types of mysticism, "eyes open" and "eyes closed," giving examples of each. Cites authors for teachers to use when introducing mysticism and the soul of religion to their students. (CMK)

Suggests that when teaching religion in schools, teachers should use a narrative approach that is rooted in the grand narrative of Scripture. Investigates the practical implications of teaching through the narrative approach and cites specific literature. Gives teachers a list of questions to assist them when choosing literature for religious…

Compares students' perceptions of democracy through two similar class activities presented in second- and twelfth-grade classes. Finds that both groups of students defined democracy within their own contexts and settings; one difference was that the older students' perceptions and the issues they dealt with were broader. (CMK)

Presents statistics on students' belief in God and their lack of knowledge about various religions to justify the inclusion of religion studies in school systems. Gives a variety of Web sites for teachers planning to include religion studies in their classrooms. Covers topics such as curriculum, listservs, and indices of religions. (CMK)

Discusses the standards described in the U.S. book "National Standards for World History." Summarizes the book's content and gives examples of specific topics for different grade levels. Believes that world history teachers in Canada should read this book even though it excludes information on the South Pacific, Australia, and Canada. (CMK)