Canadian Social Studies (Journal)
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History Teaching in Alberta Schools: Perspectives and Prospects
No full textCurrently in Alberta a learning commission appointed by the Minister of Learning is consulting the public regarding the K to 12 education system in the province. This paper was written to alert the commission to what we believe is a very important issue -the teaching of history and its place in the social studies curriculum. Our concerns were rekindled recently due to a public comment made by a former premier of this province about the lack of historical knowledge of Albertans, which he attributed to the junk of social studies. This article begins by examining the place of history within the social studies. We then look at how effective this approach to history has been and what lies ahead for teaching and learning history based on the most recent draft of the proposed social studies curriculum in Alberta which is currently out for public consultation
Peter N. Stearns, Peter Seixas and Sam Wineberg. Editors. (2000). Knowing Teaching Learning History.
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Reading Autobiographies, Memoirs, and Fictional Accounts in the Classroom: Is it Social Studies?
No full textTwo professors share ideas regarding connections between autobiography, memoir, fiction, and social studies curriculum. The authors outline two narrative approaches they employed in their social studies curriculum and instruction courses for pre-service teachers. In one required course at the secondary level, a narrative inquiry symposium was a component wherein the students explored various narratives as entry points into the construction of social, political and historical events. The authors describe a second format employed in an elective course titled, Narrative and Social Studies Curriculum. Elementary, middle years, and secondary teacher education students worked in book clubs for the duration of this course. Both approaches encouraged pre-service teachers to consider historical fiction, autobiography and memoir as valid locations of social studies knowledge. The authors note how teaching social studies through a narrative approach provides opportunities to link the local and the personal to wider concepts and universal themes. Book lists are included
Edmund O\u27Sullivan. 1999.Transformative Learning: Educational Vision for the 21st Century.
No full textTeaching after 9/11
No full textRobert Gardner is a Social Studies teacher at a large urban high school in Edmonton with a widely diverse ethnic population. He observes that after the terrorist attacks of September 11, 2001 his students became much more engaged in discussion of international issues and more willing to share their personal experiences of life outside of Canada. Mr. Gardner soon found that he needed to learn far more about Middle Eastern history, culture and religion to better understand and to better teach current events from a range of perspectives
