Canadian Social Studies (Journal)
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Pow! Zap! Wham! Creating Comic Books from Picture Books in Social Studies Classrooms
No full textStudents\u27 documented lack of interest in social studies has led to many attempts by teachers to make school learning more relevant to the lives of their learners. This article demonstrates two ways to deal with that apathy: First, the use of picture books is encouraged and second, a popular culture format, the comic book, is advocated as a method for students to use to illustrate their learning. We provide suggestions on how to help students create their own comic books to demonstrate their learning of social studies content gained in part through study of picture books. Specific instructions are given about how to create comic books and a student example of a comic book showing his understanding of Inuit culture is featured. Having a sense of been there, seen that, I can never resist a smile when I read popular Canadian story-teller Robert Munsch\u27s book Thomas \u27 Snowsuit (1985). I\u27ve seen some dreadfully ugly snowsuits during my time in Canada, but it didn\u27t take me long to recognize that, at least in my life, warmth takes precedence over fashion. Despite my mirth, I find I cannot help but wonder if there really is much to laugh about when enduring those long, cold Canadian winters. There have been times when I\u27ve opted for something akin to three warm snowsuits, three warm parkas, six warm mittens, six warm socks and one pair of very warm boot sort of things called mukluks! (Munsch 1986). It is a special kind of person who can face those frozen Arctic breezes with a smile on the face. Life in Canada\u27s North Country presents all types of difficult challenges--especially when one considers the additional threat of the mythical Qallupilluit wanting to drag little children through cracks in the ice (Munsch Kusugak 1988)! One cannot help but be filled with admiration for the Inuit people who for so long have endured Canada\u27s seemingly endless winters, struggling against the elements while retelling legends that help to explain their surroundings
Roland Case and Penney Clark (eds). 1997. The Canadian Anthology of Social Studies: Issues and Strategies for Teachers.
No full textSocial Studies Classrooms and Curricula - Potential Sites for Inclusionary Practices
No full textThis paper will examine the findings of an investigation into the in/exclusive nature of social studies curriculum documents, specifically an examination of perspectives used to understand historical events and the language used to report these events. My investigation has revealed a limited set of lenses offered by curriculum through which we can view historical events, and clearly indicates a need to address the exclusionary nature of curriculum in regard to gender
