An elementary teaching unit on the Hutterites is criticized for its teaching strategies and ethnocentrism. (DE)

As part of a larger curriculum project, the content of this teacher resource book on Canadian Indian history, culture, and contemporary problems is critiqued. (DE)

An analysis of the content, rationale, objectives, and how well the materials of a women's studies curriculum worked in the classroom are provided. (DE)

Three locally developed elementary and junior high social studies units are described. (DE)

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)

A description and analysis of the content of an elementary level student textbook which uses archaelogical research to study the Maritime Archaic Indians of Newfoundland is provided. (DE)

Author suggests that contemporary song lyrics can illustrate the pluralism of male and female relationships. Social themes suggested are positive and negative self-images, submission, dominance, independence, and rebellion. Songs and performers are listed for each theme, and an extensive songbook and women's studies bibliography is provided. (BC)

Briefly examines a junior high school correspondence course in social studies. Ten specific skills were introduced at a fairly simple level in the first ten lessons and then repeated at a more complex level in the remaining lessons. Four examples of the skill development components are given. (Author/JK)

This article describes the New Canadian Geography Project which developed seven books and teachers' guides that can be used by secondary history, geography, and/or social studies teachers to teach Canadian studies. The books focus on matters of social relevance and of continuing Canadian concern. (Author/RM)

Defines Canadian regionalism in terms of geographical features and their political, social, and economic implications, rather than in terms of political and provincial boundaries. The significance of regionalism is mentioned as an important topic for Canadian studies. Increasing awareness and acceptance of regional perspectives is presented as an…

Examines the Indiana University Global Studies Project, an experimental alternative to world geography or world studies textbooks for junior high schools. The approach taken in the Global Studies materials is: global, topical, contemporary/futuristic, and activity-oriented. Some sample lessons are included. (Author/JK)

Discusses the increasing activity among scholars and teachers to develop multicultural textbooks and curriculum materials. Recommends that teachers encourage students to be cultural relativists on all cultural issues except ethical ones. (Author/DB)

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)

States that northern politics deserve a place in Canadian curricula because of its intrinsic interest and the opportunities it offers to study the relationship between aboriginal peoples and the Canadian state. Discusses territorial governments and the economic and constitutional problems facing them. Concludes that studying the north may bring…

The author assesses the state of Canadian studies in the Canadian school curriculum. (DE)