Schools are too often places in which answers are conveyed to questions students are rarely, if ever, asked. This article offers, therefore, some examples of content--animating and throughline questions--and assessment practices that centralize questions rather than answers. While animating questions return teachers to the mysteries that excite us…

Even the best teacher education programs are notoriously short and barely adequate for preparing students to teach in today's schools. At the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT) several projects have been undertaken in the use of sources in history classrooms (see Ruth Sandwell's article in this…

There are two distinct sections to this article. In the first part, the author's relates, in a personal way, his conviction that the teaching of history is about the engagement and development of the "historical imagination". In the second part Fielding presents not only many strategies for teaching history but also his analysis of these…

Focuses on the use of storytelling as a means of teaching history. Explores the ideas presented by Charles McMurry in his handbook "Special Method in History" that addresses the use of stories in teaching. States that McMurry thought history could be interesting and tangible for even the youngest child. (CMK)

Explores the diary of Karl Clark that focuses on his experiences in the Athabasca tar sands. The diary helps decipher the nature of 1920s town life and the pioneering spirit involved in exploring the oil sands. Includes background information on Clark. (CMK)

Presents a crossword puzzle focusing on U.S. history which tests the knowledge of Canadian students about their "neighbor to the south." Includes items mentioned in an eighth-grade U.S. student textbook "America's Past and Promise". Provides a word list, blank crossword, and answers. (CMK)