Canadian Social Studies (Journal)
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Discovering the Past: Engaging Canadian Students in Digital History.
No full textThis paper deals with the impact of current digital technology revolution on history education. Based on four developments engendered by this revolution (liberalization of historical knowledge, intensification of digital archives, web-based communication, and active computer-based learning), it argues that digital history has the potential to offer powerful tools for inquiry-based learning in the classroom. The Virtual Historian, a newly created web-based program, is used as an example of the potential impact of such technology on students\u27 historical learning
Educating The Next Generation Of Global Citizens Through Teacher Education, One New Teacher At A Time.
No full textJudging from public debate and policy, there is renewed interest about the state of young peoples\u27 civic engagement, their character development and their knowledge levels about public issues. At the same time, there are persistent concerns about the narrow and nationalist construction of the very curriculum which should be challenging young peoples\u27 ideas and perceptions of the world in Social Studies or History curricula. The following article discusses some of the ways in which the Developing a Global Perspective for Educators/Dveloppement d\u27une perspective globale pour enseignants et enseignantes initiative at the Faculty of Education, University of Ottawa aims to address the knowledge deficit, the paucity of pedagogical skills and the provision of curricula with pre-service students
Power corrupts, PowerPoint corrupts absolutely Why Digital Technologies Did Not Change the Social Study\u27s Classroom.
No full textThe dreams and predictions of a digital classroom never quite materialized in the social studies history area. For a variety of reasons teachers keep the technology just outside the door peeking in but never truly welcomed. Not welcomed because of the nature of courseware initially offered, not welcomed because the technology was advanced for the sake of technology itself and was imposed on the teacher. For teachers to invite digital technology in attention should be on the curriculum, the teacher\u27s delivery of curriculum and how the technology can assist and advance deeper understandings
You Can\u27t Have a Digital Revolution Without Critical Literacy.
No full textIn working with new teachers and teacher candidates in teacher education with the many demands placed upon them, it makes sense to combine a number of learning goals. The following article examines the idea that literacy, technology, and subject curriculum goals are a powerful combination. Indeed, critical literacy with a stress on inferring, is a necessary component of sound use of the internet for source-based history. This article presents two simple but powerful templates for analyzing sources followed by examples of a key literacy orientation for busy teachers to use both on line and face-to-face in classrooms from grades 7-12. It concludes with a research agenda in the form of some key questions for some of the unexamined issues in the integration of critical literacy and information technology in the history classroom
Library and Archives of Canada Collections As Resources for Classroom Learning.
No full textThis article promotes the on-line use of primary documents from Library and Archives of Canada (LAC) collections by high school students conducting historical inquiry into a major historic event in Canada\u27s past. It outlines a unit of seven history lessons that the author wrote for the \u27Learning Centre\u27 at www.collectionscanada.ca/education/index-e.html, a website recently created by LAC. The unit: \u27Canada and the Cold War: The Gouzenko Affair\u27 offers a variety of student-centered, skill-oriented teaching/learning strategies with supporting on-line resources. A major criterion for these educational resources is that they fit into the official curricula of each province and territory in Canada
Doin\u27 the DBQ: Small Steps Towards Authentic Instruction and Assessment in History Education.
No full textEven the best teacher education programs are notoriously short and barely adequate for preparing students to teach in today\u27s 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\u27s article in this issue). This article describes the origins, features and challenges from an ongoing project exploring the use of sources in the history classroom
Carl E. James and Adrienne Shadd, Editors. 2001. Talking About Identity: Encounters in Race, Ethnicity, and Language, 2nd Edition.
No full textTo what questions are schools answers? And what of our courses? Animating throughline questions to promote students\u27 questabilities.
No full textSchools 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 as intellectuals (excitement that is crucial to share with students), they also spark throughline questions - provocative questions that give the content of our courses apparent purpose. Using a notion of dangerous teaching, I argue that such practices serve to disrupt the ahistorical stance of much of social studies and history teaching that offers students little opportunity to connect what they learn in schools to political charged debates over what and how they should be taught
