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Clark, Penney – Canadian Social Studies, 1999
Argues that textbooks are still important to social studies instruction and promotes the comparison of outdated textbooks to current ones as a means for developing students' critical thinking. Asserts that textbooks should be considered as another tool for instruction alongside computers in order to provide students with a wide range of resources.…
Descriptors: Computer Attitudes, Computers, Critical Thinking, Educational Benefits
Peer reviewed Peer reviewed
Clark, Penney – Canadian Social Studies, 1998
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)
Descriptors: Canadian Studies, Citizenship Education, Civics, Curriculum Development
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Clark, Penney – Canadian Social Studies, 1999
Believes that social studies teachers should encourage young people to learn about Canadian heroes but simultaneously assist them in developing skepticism as opposed to only idealizing heroes. Explains that when students understand the qualities of heroes they will be able to cope when someone they hold as a hero falters. (CMK)
Descriptors: Elementary Secondary Education, Foreign Countries, History Instruction, Public Opinion
Peer reviewed Peer reviewed
Clark, Penney – Canadian Social Studies, 1999
Contends that many educators believe that social studies as a subject does not have a future in Canadian schools systems. Asserts that social studies is essential and must address four critical areas to actualize its potential for attaining citizenship goals: content, critical thinking, community action, and caring. (CMK)
Descriptors: Citizen Role, Citizenship Education, Community Action, Critical Thinking