Introduces the articles and topics featured in this special theme issue. The articles revolve around two major developments: the cognitive revolution in psychology and the historiographic revolution in history. Reviews the history of these two revolutions and notes articles relevant to each. (DSK)

Suggests the integration of science, technology, and society themes into existing elementary social studies curricula. Surveys works representing the philosophical basis for science, technology, and society. Includes suggestions for use of technology and society themes at each grade level of elementary school. (DK)

Discusses the National Council for the Social Studies "Guidelines for Teaching Science-Related Social Issues." Suggests that only through appropriate citizen action and participation can technology and science be contained and directed. Suggests a teaching unit exploring the topic of science, technology, and society. (DK)

Traces challenges to history's place in Canadian school curricula during the 20th century. Argues that while citizenship goals have provided the rationale for teaching history, history as a vehicle of citizenship education has come under assault. Considers the question of inclusion in the historical narrative and how it has been addressed. (DSK)

Presents an overview of ethnohistory, a relatively new area of historical investigation that draws on anthropology, geography, and linguistics, as well as history, to document the pasts of predominantly indigenous peoples. Encourages social studies teachers to take notice of a major body of work being produced by Canadian ethnohistorians. (DSK)

Discusses the importance of cultural geography for understanding the environment and of teaching geography as a form of visual literacy. Notes different concepts of landscape, including landscapes as physical geography, landscapes as texts, and landscapes as a process of identity formation. Examines cultural expressions of geographic visual…

Questions whether current social studies curriculum units and learning activities contribute to the goals of citizenship education. Contends that student attitudes about citizenship are seldom affected by typical social studies instruction. Asserts that teachers must understand and accept larger educational goals and develop classroom activities…

Argues that social studies in Saudi Arabia has gone through three periods since the 1920s. Reviews the first two periods as an introduction to contemporary developments. Notes the goals of social studies in Saudi Arabia. Reviews the results of a series of studies on the social studies curriculum and instruction. (DSK)

Focuses on the use of storytelling as a means of teaching history. Explores the ideas presented by Charles McMurry in his handbook "Special Method in History" that addresses the use of stories in teaching. States that McMurry thought history could be interesting and tangible for even the youngest child. (CMK)

Discusses language across the curriculum movement and its impact on current social studies teaching. Asserts that social studies as a form of literacy means being able to understand the world from multiple perspectives. Recommends that social studies teachers implement inquiry and language principles across the curriculum. (CFR)

Argues that attempts to incorporate critical-thinking skills into social studies instruction have been negligible. Outlines a framework for effectively helping students to become better thinkers that utilizes a model from the Critical Thinking Cooperative. The model considers such pedagogical factors as background knowledge, habits of mind, and…

Reviews some of the basic tenets of critical thinking as it applies to social studies, especially those articulated in Roland Case's and Ian Wright's article, "Taking Seriously the Teaching of Critical Thinking." Praises the article but suggests that it would be improved by tightening the central focus. (MJP)

Demonstrates the similarities between the social studies curricula of Quebec and other Canadian provinces. Examines these in the context of criticisms that Quebec's curricula is divisive and chauvinistic. Refutes these charges and maintains that Quebec's emphasis on local history is no greater than that of other districts. (MJP)

Reviews recent research on citizenship education in Canada. Discovers that, although citizenship education is widely promoted, little is known about actual classroom practices, and wide disparities exist about the very definition of citizenship. Some evidence suggests improvement; however, more research is needed. (MJP)

Summarizes the objectives, guidelines, and skills sets contained within the 1994 National Geography Standards. Concise examples illustrate the implementation of broad objectives. Discusses how each stage of the curriculum is connected to developmental growth. Recommends increased cooperation and coordination between secondary and higher education.…