In sharp contrast to the musings of a senior student, the mandatory history texts follow a narrow provincial orientation. The recently introduced Quebec high school history program offers adolescents a slanted narrative devoid of larger interconnected contexts as hailed; for example, by Oakeshott (2004), MacMillan (2009), and/or Canadine (2013).…

Scholars disagree about the implications of the Truth and Reconciliation Commission's Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social…

The analysis of a sample of prescribed history textbooks in the Russian Federation (RF) show there has been a visible ideological shift in interpretation and emphasis of historical narratives. It signals a pronounced exercise in forging a desirable new identity, nation-building and a positive re-affirmation of the greatness of the present Russian…

Exposing fables, testing new interpretations, and discovering the true complexity of myths can make history come alive. That a Methodist clergyman was put in charge of recruiting in Quebec, that Canada was unprepared for war in 1917, and that the Canadian government hopelessly mismanaged recruiting are examples of myths examined. (RM)

Students of all ages, backgrounds, and abilities have the opportunity to spend two-and-a-half days at a reconstructed 17th-century historic site located near Midland, Ontario. The Sainte-Marie live-in provides students with an opportunity to live Canadian history. (RM)

Discusses ways of eliminating cultural, geographical, historical, and ideological misconceptions about the Soviet Union in secondary social studies classes. The author outlines four topics of study about the U.S.S.R. which he has found of interest to his students. (AM)

A pragmatic approach to implementing a Canadian studies program in secondary U.S. schools is described. The approach offers two great strengths: financial practicality because it does not require purchasing curriculum materials and interdisciplinary involvement among social studies and science teachers and the school librarian. (RM)

Students at an international school learn the history and geography of their host country, Israel, through an historical narrative communicated through participation in a game activity. (RM)

Examines how the historical experiences and documentation of the lives of African women differ from those of their American and European counterparts. The effect of these differences on the development of African womens' historiography is discussed. A college course on African women's history, including a list of resource materials, is described.…

The purpose of this role-playing activity is to acquaint secondary students in a Canadian history class with the problems of politics in New France shortly after it became a Crown colony. The activity is designed for three 70-minute classroom periods. (RM)

There is currently a shortage of students and funds in colleges around the country for Southeast European studies courses. Proposes ways to solve this problem through the more efficient use of existing resources. (RM)

This three- to four-week unit for use with secondary students in courses in politics or modern world history generates a basic understanding about the origins, development, and status of the revolution in Iran. (RM)

Recognizes that teaching about the United States in England must emphasize the complexity and diversity of the American experience in order to build a meaningful sense of empathy for Americans among European pupils. Identifies impediments to accomplishing these goals. (JDH)

Presents a lesson plan and performance assessment for teaching about Korea. Explains that the lesson teaches history by giving students interesting problems to work on using the facts they discover about the country. Discusses preparation and research, performance assessment, and writing assessment on whether the two Koreas will unify. (DK)

A Scottish educator observes that "most of Europe" is taught in U. S. high schools as a "living museum," neglecting contemporary life and developments. Provides an outline of content, emphasizing human geography, which is suggested for the study of contemporary Scotland by U. S. high school students. (JDH)