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)

The author describes a junior high school interdisciplinary Canadian studies course. Class projects encompassing Indian culture, French-Canadian culture, English-Canadian culture, and regional and ethnic cultures are examined. (DE)

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)

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)

A trained eye can make almost any part of the landscape into a vehicle for historical awareness. Discussed is how one farm in Canada is the product of its historic circumstances. (RM)

In this activity, secondary history students study Canadian economic history during the 1914-1919 period and analyze information to resolve the question "What were the motives of the leaders of the Winnipeg general strike?" (RM)