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Becoming a History Teacher
Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.
Creating Citizens
This work examines how Albertans have interpreted themselves and their world through history and social studies curricula and texts from 1905 to 1980, and shows that these courses, more than others, addressed issues of identity by creating the country and region's past.
Teaching with Dear Canada Vol. 4
This fourth teaching guide for the Dear Canada historical fiction series focuses on The Death of My Country, Turned Away, No Safe Harbour and A Rebel's Daughter. As students learn about Canada's past through the diaries, the guide extends the learning and builds important social studies and language arts skills. It includes an overview of teaching social studies through historical fiction and provides a summary for each book, themes for classroom discussion, crosscurricular activities, ready-to-use reproducibles and more. Teaching with Dear Canada, Vol. 4 is the perfect tool for teachers.
The Palgrave Handbook of History and Social Studies Education
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
National Images and United States-Canada Relations
This book explores the psychological–cultural dimension of the United States–Canada relationship by analyzing how each country has viewed the other. Drawing on a wide range of data, including primary sources, secondary literature, and survey research, the methodology is historical/analytical, seeking to explicate and understand how Americans and Canadians, and their elites, have viewed one another from the moment they were launched on separate trajectories, why they developed and held such ideas, and what consequences these images had for the bilateral relationship between the countries. American and Canadian images of the other have deep roots and are, in many respects, recognizably the...
A Class by Themselves?
In A Class by Themselves?, Jason Ellis provides an erudite and balanced history of special needs education, an early twentieth century educational innovation that continues to polarize school communities across Canada, the United States, and beyond. Ellis situates the evolution of this educational innovation in its proper historical context to explore the rise of intelligence testing, the decline of child labour and rise of vocational guidance, emerging trends in mental hygiene and child psychology, and the implementation of a new progressive curriculum. At the core of this study are the students. This book is the first to draw deeply on rich archival sources, including 1000 pupil records of young people with learning difficulties, who attended public schools between 1918 and 1945. Ellis uses these records to retell individual stories that illuminate how disability filtered down through the school system's many nooks and crannies to mark disabled students as different from (and often inferior to) other school children. A Class by Themselves? sheds new light on these and other issues by bringing special education's curious past to bear on its constantly contested present.
Teaching with Robert Munsch
Six of Robert Munsch's bestselling stories: Aaron's Hair More Pies! The Sandcastle Contest I'm So Embarrassed! No Clean Clothes and Lighthouse provide a springboard for developing children's understanding of concepts and skills in various areas of the curriculum: language arts, social studies, math, science, art, drama and movement. Included for each book are a brief summary; questions for discussion before, during and after reading; fresh cross-curricular activities and ready-to-use reproducibles. The guide also contains information on Robert Munsch and the illustrators.
Oral History and Education
This book considers if and how oral history is ‘best practice’ for education. International scholars, practitioners, and teachers consider conceptual approaches, methodological limitations, and pedagogical possibilities of oral history education. These experts ask if and how oral history enables students to democratize history; provides students with a lens for understanding nation-states’ development; and supports historical thinking skills in the classrooms. This book provides the first comprehensive assessment of oral history education – inclusive of oral tradition, digital storytelling, family histories, and testimony – within the context of 21st century schooling. By addressing the significance of oral history for education, this book seeks to expand education’s capacity for teaching and learning about the past.
Anti-Americanism and the Limits of Public Diplomacy
Contrary to the view held by many who study American foreign policy, public diplomacy has seldom played a decisive role in the achievement of the country's foreign policy objectives. The reasons for this are not that the policies and interventions are ill-conceived or badly executed, although this is sometimes the case. Rather, the factors that limit the effectiveness of public diplomacy lie almost entirely outside the control of American policy-makers. In particular, the resistance of foreign opinion-leaders to ideas and information about American motives and actions that do not square with their pre-conceived notions of the United States and its activities in the world is an enormous and perhaps insurmountable wall that limits the impact of public diplomacy. This book does not conclude that public diplomacy has no place in the repertoire of American foreign policy. Instead, the expectations held for this soft power tool need to be more realistic. Public diplomacy should not be viewed as a substitute for hard power tools that are more likely to be correlated with actual American influence as opposed to the somewhat nebulous concept of American standing.
