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)

Explores the relationship between language arts and social studies in terms of subject integration and the established school curriculum. States that this integration helps students achieve a variety of goals and skills. Hypothetical situations taken from Alberta provincial curriculum guides are used to explore the merits and disadvantages of…

A high school level legal education curriculum development project undertaken in a small locally-controlled school district in Canada is described. Specifically discussed are project background, the process used to develop the curriculum, the project objectives, and resources used. (RM)

Reviews various ways in which quantitative methods have been recently incorporated into high school history classrooms and suggests several ways in which social history has managed to incorporate quantitative methodology into more traditional methods, including combining the use of conventional and new sources and pursuing previously neglected…

To aid teachers of nineteenth century English history as they develop curriculum and seek educational objectives, the article offers an essay review of approximately one dozen major works which interpret Victorian England in different ways. Included are standard and revisionist historical works. (DB)

Describes an attempt to develop history curriculum for junior high school students which would help them to develop the ability to imaginatively re-create the past. The central technique was to direct students to analyze case studies (both historical and fictional) which had a strong foundation in the verified facts of the period under study. (DB)

Offers suggestions for teachers to increase their awareness of effective thinking in the classroom. Gives a list of types of questions that can stimulate critical thinking in students. Urges examination of teaching strategies and curriculum to determine if they elicit thought. (LS)

Briefly discusses the history of heritage education and introduces the theme articles in this issue. Invites teachers to consider their local heritage resources and the learning opportunities which these materials support. (GEA)

Suggests that school systems select a comprehensive framework before encouraging individual teachers or schools to develop a values education program. Procedures for creating this framework are cited, including problem definition, identification of alternatives, assessing alternatives, and synthesis of information. (Author/DB)

Maintains that, although educational systems perpetuate the notion that teachers practice their vocation in a standardized school system, experience indicates that school systems are actually in constant flux and that teachers are not closely involved in curriculum development. A case study of teacher involvement in curriculum development in…

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…