Outlines a framework for designing enriched learning activities in social studies for gifted students. Two examples of learning activities are presented, and analyzed in terms of the framework. The examples, because of their structure and open-endedness, can be used with many age and ability levels. (RM)

Suggests how ideas from the history of sports may be integrated into secondary-level Canadian social studies school programs. (RM)

A survey of valuable techniques for introducing children to the museum as a learning place. Museums can be helpful when used intelligently by a teacher who integrates tours into the curriculum. Scouting out local resources, developing the subject matter, designing the tour, and planning participatory activities, pretour preparation, and posttour…

To counteract the popular misconception among Canadian high school students that Canada's past is bland, the article describes an introductory unit in Canadian history which uses historian's ideas and conflicting viewpoints selectively to create a stimulating subject. Learning activities, teaching techniques, and handouts are described. (DB)

Stresses that future-oriented social studies courses should stimulate thought about future possibilities and probabilities and encourage students to consider how they would cope with continuing change in multiple directions. Various approaches include reading and writing science fiction stories, educational games, simulations of future scenarios,…

Discusses relationship between process and product in curriculum development, particularly in the area of social studies. Examples are presented from a project to evaluate the impact of technology on Canadian society. (DB)

Reviews the development of new Ontario History and Contemporary Studies Guidelines directed by Ontario Ministry of Education. Explains changes that occurred in curriculum such as Canadian and U.S. history courses being dropped in favor of a new course entitled "Canada in North American Perspective." Concludes that the new curriculum has…

Points out that the achievement of educational goals advocated in reports issued by the Ontario Ministry of Education and the Ontario Secondary School Teachers Federation will require a curriculum different from the one recommended in the "Ontario History and Contemporary Studies Guidelines." Recommends a reevaluation of students' needs…

The Milwaukee (Wisconsin) public school system is the first public school system in the United States to offer a peace studies program to all elementary and secondary students. The program, including the planning and development process, is described. (RM)

Discusses objectives of "Canada in a North American Perspective," a controversial postsecondary course taught as an Ontario Academic Credit course. Argues examination of Canada's perspective and history as a North American nation can benefit from comparison to the United States. Suggests this continentalist approach need not diminish…

Looks at issues of gender equity that are important to teenagers, showing how students' thoughts and feelings can be used as reference points in the social studies classroom. Suggests class discussions on work equity, gender communication, and intervention strategies. Reminds teachers that they must act as positive role models. (LS)

One's conceptions define what is worth learning about war and peace and why. Educators must make important choices of content. Three conceptions of peace education are discussed: those that focus on information, those that center on issues, and those dealing with attitudes. (RM)

Explores the nature of historical thinking, asserting that no intrinsic differences characterize how people understand ideas. Suggests history's role in the social studies is to inspire creative inquiry into past cultures and into oneself. Examines mythology's power to teach what is timeless and quintessentially human. Highlights Joseph Campbell's…

Describes changes at the three levels of the Soviet educational system (primary, basic, and secondary) brought about by Perestroika. The basic level offers a compulsive general studies program while a differentiated secondary curriculum offers more electives. Discusses the teacher's role and the establishment of public governing councils. (SLM)

Discusses the use of quantitative methods in historical research. Maintains that numbers are essential to understanding certain historical phenomena and contends that statistical sources must be approached with a critical stance. Describes the integration of quantitative methods into the history curriculum, and the establishment of an…