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McKay, Roberta – Canadian Social Studies, 1993
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…
Descriptors: Citizenship Education, Curriculum Development, Educational Objectives, Elementary Education
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McKay, Roberta – Canadian Social Studies, 1993
Questions how the goal of participatory citizenship can be taught within the typical classroom environment. Argues that the hidden curriculum, textbooks, and instructional methods do not provide opportunities to see citizenship in action or ways to practice it. Recommends providing students with choices and opportunities for engagement in some…
Descriptors: Citizenship Education, Classroom Environment, Curriculum Development, Educational Objectives
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Werner, Walt – Canadian Social Studies, 1993
Reviews the "Curriculum Guidelines for Multicultural Education," revised and published by the National Council for the Social Studies in 1992. Finds that the guidelines emphasize the total school environment and do not depend on the social studies curriculum alone to teach about cultural diversity. Contends that Canadian educators and…
Descriptors: Cultural Differences, Cultural Pluralism, Curriculum Development, Educational Environment
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Ellis, Julia – Canadian Social Studies, 1994
Contends that it is important and challenging for teachers to know about students and their lives. Describes a program in which student teachers conduct research into the attitudes and interests of their students. Asserts that, by being attuned to student realities, teachers can be more effective in curriculum development and instruction. (CFR)
Descriptors: Curriculum Development, Elementary Secondary Education, Foreign Countries, Preservice Teacher Education
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Bialystok, Franklin – Canadian Social Studies, 1995
Maintains that the Holocaust is an integral part of the Canadian secondary history and social science curriculum. Asserts that pedagogical considerations for the Holocaust should not differ from the study of other major events. Discusses content selection, skill development, appropriate resources, and student sensitivities. (CFR)
Descriptors: Anti Semitism, Cognitive Processes, Curriculum Development, Educational Change
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Bosacki, Sandra – Canadian Social Studies, 1995
Investigates the underlying reasons for the development of a negative self-concept in Canadian Native children attending public elementary schools. Maintains that a child-centered curriculum and instructional strategies will provide the learning environment necessary to foster positive attitudes. (CFR)
Descriptors: Canada Natives, Child Development, Child Psychology, Childhood Needs