For the state of Washington's one-hundredth birthday, in 1989, Native peoples there decided to revive a distinctive mode of transportation--long-distance journeys by canoe--along with an entire culture associated with it. Born as the "Paddle to Seattle," during the past two decades these canoe journeys have become a summertime staple for…

Supporting learners' public engagement with traumatic histories of mass human violence can develop and sustain reparative relations across and between strained social collectives. In this article I theorize the intrapersonal and inter-political dynamics of psychical and social reparation through a classroom case of reparative learning. I analyze…

Myths that have grown up and persisted about Canada's involvement in World War II are examined. It is a mythodology heavy in self-congratulation, contemptous of politicians, suspicious of outsiders, and uncertain about the possibilities for Canadian independence in a complicated world. (RM)

Advocates teaching about the Holocaust in European and Canadian history courses. Maintains that the study of the Holocaust should help students see that history provides grist for reflection on our past and how our past has shaped the world we live in today. (JDH)

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)

Military activities have played a part in shaping the nature of contemporary Canada. The main books dealing with recent Canadian military history that might be of interest to high school students are discussed. (RM)

Discusses resources for students and teachers about working class and labor studies. Books, journals, slides, films, filmstrips, and recordings are listed under the topics of contemporary issues about work and the workplace, and Canadian unions. (KC)

This article is largely the author's reflections on one particular aspect of history and social studies education, reflections that are very much those of an outsider. Nationally, she is not an American, but a Canadian, and professionally has been, until recently, a historian rather than a history educator. And the differences, are profound. This…

Current developments in military history are reviewed; special attention is given to classroom needs. One argument for incorporating a better understanding of war through responsible classroom teaching is that alternative sources of information often used by students to find out about war are so trivial and misleading. (RM)

Discusses two perceptions of the Canadian north; the imaginative, romantic one that enriches the nation's literature and the real, unglamorous one that resembles the south in many respects. Argues that both perceptions must be blended and taught to pursue a promising future. (GEA)

A history professor relates his experiences producing and using audio-visual material and warns teachers not to rely on audio-visual aids for classroom presentations. Includes examples of popular audio-visual aids on Canada that communicate unintended, inaccurate, or unclear ideas. Urges teachers to exercise caution in the selection and use of…

In this article, I offer a reading of the psychoanalytic concept of identification, with specific attention to its meaning in the context of children's historical learning. In educational contexts, it is not identification but historical empathy that teachers and researchers typically regard as holding pedagogical status. Using examples from my…

Thinking about the museum's engagement in educational programmes is increasingly adopting a more critical perspective on the implications of a programme in authorizing and defining particular knowledge. While objects are still invoked to define history and culture and to underscore their authority, the museum's claim to educational purposes is…

Historians are responsible for the decline of interest in historical studies. They have emphasized the trivial, written for special interest groups, failied to incorporate an analytical dimension, and have not struck a balance between elements of change and continuity. A Canadian history course which responded to these points is discussed. (RM)

Museum education is becoming more popular. For example, since 1967, in British Columbia the number of museums conducting educational programs has gone from zero to 85. Discussed are many aspects of museum education, including teaching methods, how teachers can use museums creatively, and how students learn in museums. (RM)