Discusses the design, implementation, and rationale for an international education component in Botswanan secondary schools. Maintains that sustained development requires that students learn the interconnection of cultural, economic, political, and technological systems. Includes a breakdown of main topics with corresponding notes and comments.…

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)

Examines the theoretical base of New Brunswick's recent social studies curriculum reform. New Brunswick defines its curriculum in terms of understandings, competencies, and dispositions (emphasizing independent, creative, and critical learning). Expounds on social studies that is meaningful, integrative, value-based, challenging, and active. (MJP)

Demonstrates the similarities between the social studies curricula of Quebec and other Canadian provinces. Examines these in the context of criticisms that Quebec's curricula is divisive and chauvinistic. Refutes these charges and maintains that Quebec's emphasis on local history is no greater than that of other districts. (MJP)

Attempts to sort out and address many of the issues, controversies, and concerns surrounding Ontario's adoption of a common curriculum. Finds confusion and factionalism on both sides exacerbated by a preponderance of jargon. Identifies and defines key features of the common curriculum. (MJP)

Compares and contrasts the social studies curricula in two Canadian provinces. Saskatchewan has adopted a student-centered approach emphasizing transformative knowledge and transactional strategies. Alberta is focusing more on knowledge acquisition and traditional assessment. Considers the reasons for these differences and proposes some directions…

Portrays the current social studies curriculum reform in British Columbia as a process hampered by disagreements over the input and participation of teachers. Charts the deterioration of this process culminating in the British Columbia Social Studies Teachers' Association's withdrawal from the process. (MJP)

Provides a brief overview of the educational conditions in Canada's Yukon Territory and discusses their effect on curriculum development. Describes three social studies curriculum projects from inception to completion. The projects are "Our Land Too: Women of Canada and the Northwest 1860-1914"; "Klondike Gold"; and…

Presents an annotated bibliography of sources in the ERIC database concerning Canada. Many of the documents suggest topics for curriculum development or describe instructional strategies for teaching about Canada and/or Canada-U.S. relationships. Information about ordering or accessing the documents is included. (MJP)

Argues that the current presentations of "nationalism" in the Alberta social studies curriculum are archaic and irrelevant. Proposes a more inclusive and critical definition of nationalism and provides some supporting references. Includes four student assignments illustrating and teaching this revised approach to nationalism. (MJP)

Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials. Discusses challenges in implementing inclusive education in Canadian schools. (CFR)

Investigates the underlying reasons for the development of a negative self-concept in Canadian Native children attending public elementary schools. Maintains that a child-centered curriculum and instructional strategies will provide the learning environment necessary to foster positive attitudes. (CFR)

Maintains that citizenship education is an important aspect of the philosophy of Nigerian education. Describes the role and growth of citizenship education from the precolonial period to the present. Provides suggestions on how to make citizenship education in Nigeria more effective. (CFR)

Discusses language across the curriculum movement and its impact on current social studies teaching. Asserts that social studies as a form of literacy means being able to understand the world from multiple perspectives. Recommends that social studies teachers implement inquiry and language principles across the curriculum. (CFR)

Contends that imagination and creativity go hand in hand and that creativity can and must be cultivated among students at all levels of education. Presents a classroom approach where students are the experts on a variety of global issues and projects. Includes 7 tables illustrating the approach and 21 descriptions of student roles. (CFR)