Food is perfectly positioned to link students' lives to the deep and broad historical forces around them. Like everybody else, students procure and consume food on a daily basis, use it to mark special occasions, share it with friends, enjoy or dispute it with families, all perhaps without ever considering its potential for historical analysis.…

Although Canada is portrayed as a benevolent multicultural society, the experiences of many of its racialized peoples point to the ongoing realities of racism. Research demonstrates that schools are central to perpetuating racism, in part through a prioritization of white Eurocentric curricula. But how might ancient history curricula specifically…

It was a quest that began over three decades ago when the author began teaching at the Owen Sound Collegiate and Vocational Institute (OSCVI) in 1984. The school had a long, storied history dating back to 1856 when it first opened its doors to students from Owen Sound and the surrounding area. As a teacher of a survey course in Canadian history…

In 2015, the Truth and Reconciliation Commission (TRC) of Canada released a Final Report containing 94 Calls to Action. Included were calls for reform in how history is taught in Canadian schools, so that students may learn to address such difficult topics in Canadian history as Indian Residential Schools, racism and cultural genocide. Operating…

This article examines the dynamic between educational leadership in terms of school administration and social studies education pedagogy. The article examines the tension between the mandate for school principals in an age of increased school accountability, and the essence and delivery of social studies pedagogy. The data compiled examine the…

Guided by critical discourse analysis, this study analyzes how ancient civilizations are constructed in high school history textbooks used in Quebec, Canada. The findings suggest that the narrative generally ignores 2-way intercultural exchanges. The narrative is also Eurocentric, silencing sub-Saharan Africa's contributions and nonmaterial…

In this article, the authors explore the nature of film that is both "about" and now more often made "for/by" indigenous peoples and its potential as a medium for introducing and engaging students in the study of indigenous history and perspectives in secondary classrooms. As a framework for analysis, the authors examine to…

During a time of post-war sensitivity to Canadian nationalism and patriotism, public feeling was aroused in 1920 New Brunswick regarding a world history textbook with a new chapter about the First World War. The American author made no reference to Canada's war efforts. The subsequent public discussion focused on issues of patriotism, citizenship,…

The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the "Black Armband" and "Whitewash" factions in Australia who adopt opposingly celebratory or denigratory views of Australian…

This Manitoba (Canada) curriculum guide includes the grade 8 overview, unit overviews and topics, focusing questions, specific objectives, and outline maps needed for the course. The teaching of the identified objectives is mandatory in Manitoba. Manitoba curriculum guides are produced in three different formats referred to as Level I, II, or III.…

The 17 tests cited in this bibliography are used to assess students' knowledge of world history, western civilization, and Canadian history. United States history is not covered by these tests. Many of the tests measure acquired knowledge of geography, history, government, art, literature, and the customs of different world civilizations. The…

Maintains that, to write meaningful history, historians work implicitly with criteria of historical significance. Reports on a study of 14 10th-grade students' opinions about the significance of historical events. Concludes that attention to students' understanding of historical significance would enhance the teaching and learning. (CFR)

Maintains that the Holocaust is an integral part of the Canadian secondary history and social science curriculum. Asserts that pedagogical considerations for the Holocaust should not differ from the study of other major events. Discusses content selection, skill development, appropriate resources, and student sensitivities. (CFR)

The "International Society for the Social Studies Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. It contains the following papers: (1) Teacher Perceptions of Authentic Pedagogy: A Case Study of Professional Development in an African American High School's…

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]