Canadian Social Studies (Journal)
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Janet Siskind. 2002. Rum and Axes: The Rise of a Connecticut Merchant Family, 1795-1850.
No full textPhyllis A. Arnold, Penney Clark & Ken Westerlund. 2000. Canada Revisited 8: Confederation, The Development of Western Canada, A Changing Society. AND Elspeth Deir, John Fielding, George Adams, Nick Brune, Peter Grant, Stephanie Smith Abram & Carol White. 2000. Canada: The Story of a Developing Nation.
No full textMaking Connections: Wholistic Teaching Through Peace Education
No full textEducating for peace at the primary level is more critical now than ever before, as our students struggle to choose and emulate the models of peace education that stand before them. Continuously facing a sensationalized picture of war, students must not learn from the media generated models that stand before them in a time of war. Instead, education must equip students with alternatives to violence. Thus, teachers must provide students with opportunities to explore their feelings about war, and learn about peaceful alternatives to conflict resolution. Further, students must learn to challenge the assumptions that traditions have put into place, to ensure that the tenets of peace education preside over inequity that is structural and has gone unquestioned for too long
Niki Walker. 2003. Life in an Anishnabe Camp. AND Kathryn Smithyman and Bobbie Kalman. 2003. Native Nations of the Western Great Lakes.
No full textGreg Nickles. 2002.El Salvador: The Land. and Greg Nickles. 2002. Philippines: The Land. and Bobbi Kalman. 2002.Vietnam: The Land (Revised Ed.). and Noa Lior & Tara Steele. 2002.Spain: The Land.
No full textSocial Studies and Service-learning: The Aleph of Democratic Citizenship?
No full textStriking at the heart of social studies is an educational practice that restricts citizenship involvement in the promotion of a democratic society. Alberta Learning (2000) defines Social studies as a school subject that assists students to acquire [the] basic knowledge, skills and positive attitudes needed to be responsible citizens and contributing members of society (p. 1). Important to social studies education are the efforts students must make to bring new meaning to citizenship and community as a part of their national identity. Can social studies contribute to developing students\u27 identity as citizens and promote an active and responsible role in Canadian society? Can education balance active involvement, and student responsibility, with the demands of curriculum, evaluation, and student uniqueness? One solution to the questions posed here is for a reform that integrates the experiential that is, the active aspect of citizenship-with the social studies curriculum through service-learning
