Overview

This edition reflects an emerging emphasis beyond social studies to include history and geography, as well as an online supplement. The most important changes are in its contents. Only 16 of the current chapters remain in the collection from the initial 41 chapters, and those that remain have undergone significant revisions.

Table of Contents

Preface

PART 1: Exploring Priorities and Purposes
1 Learning to Teach, Learning to Inquire
2 Issues Facing the Field
   -Introducing the Issues
   -Public History Goes to School
   -Righting Historical Wrongs—James Miles
   -Re-visioning the Earth’s Story
   -Teaching About and for Democracy
   -Indigenous Meanings of History
   -Enacting LGBT2Q+ Affirmative Pedagogy
   -Cyberbullying in Canadian Classrooms
3 Imagining the Curriculum
4 Developing a Vision for Social Studies

PART 2: Thinking Within and Outside the Disciplines
5 Embedding Historical Thinking
6 A Critical Approach to Teaching History
7 Learning to Think Geographically
8 Teaching for Understanding
9 Teaching for Competency
10 Teaching Concepts

PART 3: Engaging in Individual and Collective Inquiry
11 Inquiry Doesn’t Just Happen
12 A Framework for Critical Inquiry
13 Shaping the Learning Environment
14 Supporting Independent Inquiry
15 Learning Co-operatively
16 The Place of Social Action in Social Studies

PART 4: Respecting Perspectives
17 Creating Inclusive Classrooms
18 Teaching About and for Ethnocultural Diversity
19 Teaching for Reconciliation
20 Navigating Values in the Secondary Classroom
21 Teaching for Hope

PART 5: Accessing Learning Resources
22 Digitally-enhanced Learning
23 Exploring Visual Resources
24 Using Primary Documents
25 Using Fiction to Teach History
26 Resource-based Learning in Geography
27 Using the Community as a Resource
28 Reading Comprehension Strategies in Social Studies

PART 6: Planning and Assessing for Learning
29 Course, Unit, and Lesson Planning
30 Principles and Methods of Authentic Assessment
31 Student Ownership of Assessment

Contributors
Credits
Index
Online Supplement: Teaching and Learning Resources

Features

Defining Features

• Balances diversity and uniformity: Offers an array of perspectives and a great breadth of expertise through multiple contributors; presents varied but complementary ideas using consistent terminology and common structures.
• Balances the theoretical and the practical: Illustrates the applications and implications of broad principles in specific classroom contexts by situating teaching practices and strategies within their scholarly traditions and orientations, and by using theoretical considerations to problematize everyday experiences that teachers are likely to face.
• Balances the innovative and the foundational: Adds new topics without supplanting foundational principles and areas of practice that must remain at the core of teacher preparation; augments the treatment of core ideas with the best of recent thinking and developments.

Editors

Roland Case is the co-founder, former executive director, and senior editor of The Critical Thinking Consortium (TC²). He was a professor of social studies education at Simon Fraser University and prior to that an elementary school teacher. He has edited or authored over 60 published books and teaching resources.

Penney Clark is a professor of social studies education at the University of British Columbia and former director of The History Education Network. She has taught elementary and secondary social studies curriculum and pedagogy courses at three universities. She has published widely in the areas of the history of social studies and history education and the history of educational publishing in Canada.

Authors

Wayne Andrew, teacher and teacher-librarian, Ontario
Philip Balcaen, associate professor emeritus, University of British Columbia-Okanagan
Wanda Cassidy, professor (retired), Simon Fraser University
Lindsay Gibson, assistant professor, University of British Columbia
Garfield Gini-Newman, associate professor, teaching stream, OISE/University of Toronto
Laura Gini-Newman, facilitator and consultant, The Critical Thinking Consortium
Andrew Griffin, teacher, Thomas A. Stewart Secondary School, Ontario
Duane Jackson, Indigenous cultural consultant
Usha James, executive director, The Critical Thinking Consortium
Alicia Lapointe, research scientist, Western University
Michael Marker, formerly associate professor, University of British Columbia
James Miles, visiting assistant professor, Columbia University
Kamilla Milligan, diversity and equity trainer, University of Victoria
Tom Morton, social studies teacher (retired), Vancouver School Board
John Myers, instructor (retired), OISE/University of Toronto
Paul Neufeld, associate professor, Simon Fraser University
Ken Osborne, professor emeritus, University of Manitoba
Carla Peck, professor, University of Alberta
E. Wayne Ross, professor, University of British Columbia
Ruth W. Sandwell, professor, OISE/University of Toronto
Alan Sears, professor emeritus, University of New Brunswick
Avner Segall, professor, Michigan State University
Stefan Stipp, vice-principal, Surrey School District
Kendall Taylor, teacher (retired), Thomas A. Stewart Secondary School, Ontario
Maria Vamvalis, doctoral candidate, OISE/University of Toronto
Andrea Webb, associate professor of teaching, University of British Columbia
Walt Werner, associate professor emeritus, University of British Columbia