History Education Bibliography

This bibliography was compiled for the publication New Possibilities for the Past: Shaping History Education in Canada (UBC Press, 2011).

Aboriginal Title: The Supreme Court of Canada Decision in Delgamuukw vs. British Columbia (2000).

Abram, Ruth. “History as History Does: The Evolution of a Mission-driven Museum.” In Looking Reality in the Eye: Museums and Social Responsibility, ed. Robert R. Janes and Gerald T. Conaty, 19-42. Calgary, AB: University of Calgary Press, 2005.

Abu-Laban, Yasmeen, and Daiva Stasiulis. “Constructing ‘Ethnic Canadians’: The Implications for Public Policy and Inclusive Citizenship. Rejoinder to Rhoda Howard-Hassmann.” Canadian Public Policy - Analyse de Politiques 26, 4 (2000): 477-87.

Ajegbo, Sir Keith, Dina Kiwan and Seema Sharma. Diversity and Citizenship Curriculum Review. London: Department for Education and Skills, 2007.

Alberta Education. Program of Studies: Social Studies, Kindergarten to Grade 12. Edmonton, AB: Alberta Education, 2005.

Alberta Learning. Social Studies Kindergarten to Grade 12 Validation Draft May 2003. Edmonton: Alberta Learning, 2003.

Alexander, David G. “New Notions of Happiness: Nationalism, Regionalism, and Atlantic Canada.” In Atlantic Canada and Confederation: Essays in Canadian Political Economy, ed. Eric W. Sager, Lewis R. Fischer, and Stuart O. Pierson, 79-100. Toronto: Memorial University and University of Toronto Press, 1983.

Allen, Gene, James Cullingham, Adam Symansky, Bill Waiser, and Larry Hannant. “Canadian History in Film: A Roundtable Session.” Canadian Historical Review 82 (2001): 331-46.

American Historical Association. The Study of History in Schools: Report to the American Historical Association by the Committee of Seven. New York: Macmillan, 1899.

American Historical Association. The Study of History in Schools. New York: Macmillan, 1906.

Anderson, Benedict. Imagined Communities: Reflections on the Origins and Spread of Nationalism. London: Verso, 1991.

Ankersmit, Frank. Sublime Historical Experience. Stanford, CA: Stanford University Press, 2005.

Ashby, Rosalyn, and Peter Lee. “Children’s Concepts of Empathy and Understanding in History.” In The History Curriculum for Teachers, ed. Christopher Portal, 62-88. London: Falmer, 1987.

Atlantic Canada Regional Social Studies Committee. The Foundation for the Atlantic Canada Social Studies Curriculum, 1999.

Ausubel, D.P. Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston, Inc., 1968.

Badiou, Alain. Ethics: An Essay on the Understanding of Evil. Translated by Peter Hallward. London: Verso, 2001.

Badiou, Alain. Handbook of Inaesthetics. Trans. Alberto Toscano. Stanford, CA: Stanford University Press, 2005.

Badiou, Alain. St. Paul: The Foundation of Universalism. Trans. Ray Brassier. Stanford, CA: Stanford University Press, 2003.

Bain, Robert and Kirsten M. Ellenbogen. “Placing Objects within Disciplinary Perspectives: Examples from History and Science.” In Perspectives on Object-centered Learning in Museums, ed. Scott G. Paris. 153-70. London: Lawrence Erlbaum, 2002.

Bain, Robert. “They Thought the World Was Flat? Applying the Principles of How People Learn in Teaching High School History.” In How Students Learn: History, Mathematics, and Science in the Classroom, ed. J. Bransford and S. Donovan, 179-214. Washington, DC: The National Academies Press, 2005.

Bal, Mieke. “Exposing the Public.” In A Companion to Museum Studies, ed. Sharon Macdonald, 525-42. Oxford, UK: Blackwell, 2006.

Balibar, Etienne. “The History of Truth: Alain Badiou in French Philosophy.” In Think Again: Alain Badiou and the Future of Philosophy, ed. Peter Hallward, 21-88. London: Continuum, 2004.

Bannister, Jerry. “Canada as Counter-Revolution: The Loyalist Order Framework in Canadian History.” In Liberalism and Hegemony: Debating the Canadian Liberal Revolution, ed. Jean-François Constant and Michel Ducharme, 98-146. Toronto: University of Toronto Press, 2008.

Barab, Sasha A., and Kurt Squire. Replaying History. Proceedings of the 2004 International Conference of the Learning Sciences. Los Angeles: UCLA Press, 2004.

Barker, Chris. “The Construction and Representation of Race and Nation.” Chapter in Television, Globalization and Cultural Identities, 60-85. Buckingham, UK: Open University Press, 1999.

Barman, Jean. The West Beyond the West: A History of British Columbia. Toronto: University of Toronto Press, 1991.

Barnes, Mary Sheldon, Studies in Historical Method. Boston: Heath, 1896.

Barnet, D., and O. Murawsky. “The Inquiry Process: Theory and Applications.” The History and Social Science Teacher, 12 (1976): 103-6.

Barton, Keith C. “ ‘Bossed Around by the Queen’: Elementary Students’ Understanding of Individuals and Institutions in History.” Journal of Curriculum and Supervision 12, 4 (Summer 1997): 290-314.

Barton, Keith C. “ ‘I Just Kinda Know’: Elementary Students’ Ideas about Historical Evidence.” Theory and Research in Social Education 25, 4 (Fall 1997): 407-30.

Barton, Keith C. “ ‘Oh, That’s a Tricky Piece!’: Children, Mediated Action, and the Tools of Historical Time.” The Elementary School Journal 103, 2 (November 2002): 161-83.

Barton, Keith C. “ ‘You’d be Wanting to Know about the Past’: Social Contexts of Children’s Historical Understanding in Northern Ireland and the United States,” Comparative Education 37 (2001): 89-106.

Barton, Keith C. “History and Identity in Pluralist Democracies: Reflections on Research in the U.S. and Northern Ireland.” Canadian Social Studies 39, 2 (2005).

Barton, Keith C. “History, Humanistic Education, and Participatory Democracy.” In To the Past: History Education, Public Memory, and Citizenship in Canada, ed. R. W. Sandwell, 50-69. Toronto: University of Toronto Press, 2006.

Barton, Keith C. “Narrative Simplifications in Elementary Students’ Historical Understanding.” In Advances in Research on Teaching, Vol. 6,  ed. Jere Brophy, 51-83. Greenwich, CT: JAI Press, 1996.

Barton, Keith C. “Primary Children’s Understanding of the Role of Historical Evidence: Comparisons Between the United States and Northern Ireland.” International Journal of Historical Learning, Teaching and Research 1, 2 (June 2001): 21-30 http://centres.exeter.ac.uk/historyresource/journal2/journalstart.htm.

Barton, Keith C. “Primary Sources in History: Breaking Through the Myths.” Phi Delta Kappan 86, 10 (June 2001): 1745-53.

Barton, Keith C., and Alan W. McCully. “History, Identity, and the School Curriculum in Northern Ireland: An Empirical Study of Secondary Students’ Ideas and Perspectives,” Journal of Curriculum Studies 36, 6 (2004): 1-32.

Barton, Keith C., and Linda S. Levstik. “ ‘Back When God Was Around and Everything’: Elementary Children’s Understanding of Historical Time.” American Educational Research Journal 33, 2 (Summer 1996): 419-54.

Barton, Keith C., and Linda S. Levstik. “ ‘It Wasn’t a Good Part of History’: National Identity and Students’ Explanations of Historical Significance.” Teachers College Record 99, 3 (1998): 478-513.

Barton, Keith. C., and Linda S. Levstik. Teaching History for the Common Good. Mahway, NJ: Lawrence Erlbaum, 2004.

Baskerville, R., and W. Sesow. “In Defense of Hanna and the ‘Expanding Communities Approach to Social Studies.’ ” Theory and Research in Social Education 4 (1976): 20-32.

Bass, R. “The Garden in the Machine: The Impact of American Studies on New Technologies,” 1997. http://www.georgetown.edu/faculty/bassr/garden.html (accessed July 7, 2006).

BBC News. “Brown’s Speech Promotes Britishness.” London, 2006. http://news.bbc.co.uk/1/hi/uk_politics/4611682.stm (accessed May 7, 2008).

Beauchemin, Jacques. L’Histoire en trop : la mauvaise conscience des souverainistes. Montreal: VLB, 2002.

Beauchemin, Jacques. La société des identités : éthique et politique dans le monde contemporain. Montreal: Athéna, 2004.

Beck, Clive et al. Reflecting on Values: Learning Materials for Grades 1-6. Toronto: Ontario Institute for Studies in Education, 1980.

Beck, Clive, Brian S. Crittenden, and Edward V. Sullivan. Moral Education: Interdisciplinary Approaches. Toronto: University of Toronto Press, 1971.

Beck, Clive, et al. Values and Living: Learning Materials for Grades 7 and 8. Toronto: Ontario Institute for Studies in Education, 1983.

Beck, Isabel L., and Margaret G. McKeown. “Outcomes of History Instruction: Paste-up Accounts.” In Cognitive and Instructional Processes in History and the Social Sciences ed. Mario Carretero and James F. Voss, 237-256. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

Beck, Isabel L., and Margaret G. McKeown. “Toward Meaningful Accounts in History Texts for Young Learners.” Educational Researcher 17, 6 (Aug.-Sept. 1988): 31-9.

Beck, Isabel L., Margaret G. McKeown, and Erika W. Gromoll. “Learning from Social Studies Texts.” Cognition and Instruction 6, 2 (1989): 151-3.

Beck, Isabel L., Margaret G. McKeown, and Jo Worthy. “Giving a Text Voice Can Improve Students’ Understanding.” Reading Research Quarterly 30, 2 (Apr.-May-Jun. 1995): 220-38.

Beck, Isabel L., Margaret G. McKeown, Gale M. Sinatra, and Jane A. Loxterman. “Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility.” Reading Research Quarterly 26, 3 (Summer 1991): 251-76.

Bell, K.N. “History Teaching in Schools.” The University Monthly 10 (1910): 381-9.

Bennett, Paul. Rediscovering Canadian History. Toronto: Ontario Institute for Studies in Education, 1980.

Bennett, Tony.  “Exhibition, Difference, and the Logic of Culture.” In Museum Frictions, ed. Ivan Karp, Corinne A. Kratz, Lynn Szwaja, and Tomas Ybarra-Frausto. 46-69. Oxford, UK: Blackwell, 2006.

Bentley, G. Carter. “Ethnicity and Practice.” Comparative Studies in Society and History 29, 1 (1987): 24-55.

Berger, Carl. Honour and the Search for Influence: A History of the Royal Society of Canada. Toronto: University of Toronto Press, 1996.

Berger, Carl. The Writing of Canadian History: Aspects of English-Canadian Historical Writing Since 1900, 2 ed. Toronto: University of Toronto Press, 1986.

Berti, Anna Emilia. “Children’s Understanding of the Concept of the State.” In Cognitive and Instructional Processes in History and the Social Studies, ed. Mario Carretero and James F. Voss, 49-75. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.

Bilodeau, Charles. “L’histoire nationale.”  Royal Commission Studies: A Selection of Essays Prepared for the Royal Commission on National Development in the Arts, Letters and Sciences. Ottawa: King’s Printer (1951): 217-30.

Bissoondath, N. Selling Illusions: The Cult of Multiculturalism in Canada, rev. ed. Toronto, ON: Penguin Books Canada Ltd., 2002.

Black, Paul, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam. “Working inside the Black Box: Assessment for Learning in the Classroom.” Phi Delta Kappan 86, 1 (2004): 9-21.

Blake, Anthony, Lynn Newton, Douglas Newton, and Kathleen Brown. “Do Primary History Books Show a Concern for Explanatory Understanding?” Westminster Studies in Education 26, 2 (October 2003): 149-59.

Bliss, Michael. “Privatizing the Mind: The Sundering of Canadian History, the Sundering of Canada.” Journal of Canadian Studies 26, 4 (Winter 1991-92): 5-17.

Blizzard Entertainment. World of Warcraft Subscriber Base Reaches 11.5 Million Worldwide. http://us.blizzard.com/en-us/company/press/pressreleases.html?id=2847816

Blondin, Denis. L’apprentissage de racisme dans les manuels scolaires. Montreal: Éditions Agence d’ARC, 1990.

Bock-Côté, Mathieu. La dénationalisation tranquille. Montreal, Boréal, 2006.

Boddington, Tony. “The Schools Council History 13-16 Project.” The History and Social Science Teacher 19 (1984): 129-37.

Bogost, Ian. Persuasive Games: The Expressive Power of Videogames. Cambridge, MA: MIT Press, 2007.

Bonnett, John. “Following in Rabelais’ Footsteps: Immersive History and the 3D Virtual Buildings Project.” History and Computing 13, 2 (2004): 107-50.

Booth, Martin. “Ages and Concepts: A Critique of the Piagetian Approach to History Teaching.” In The History Curriculum for Teachers, ed. C. Portal, 22-38. London: Falmer Press, 1987.

Bouchard, Gérard. Genèse des nations et cultures du nouveau monde: Essai d’histoire comparée. Montreal: Boréal, 2000.

Bouchard, Gérard. La Nation au futur et au passé. Montreal: VLB, 1999.

Bouchard, Gérard. The Making of the Nations and Cultures of the New World. Montreal: McGill-Queen’s University Press, 2008.

Bourne, Patricia, and John Eisenberg. Social Issues in the Curriculum: Theory, Practice and Evaluation. Toronto: Ontario Institute for Studies in Education, 1978.

Boutilier, Beverly, and Alison Prentice, ed. Creating Historical Memory: English Canadian Women and the Work of History. Vancouver: UBC Press, 1997.

Boutonnet, Vincent. L’exercice de la méthode historique proposée par les ensembles didactiques d’histoire du 1er cycle du secondaire pour éduquer à la citoyenneté. Mémoire de maîtrise en sciences de l’éducation, Montréal: Université de Montréal, 2009.

Bouvier, Félix. “Quand l’histoire nationale devient problématique au nom de l’éducation à la citoyenneté : phénomène à inverser.” Bulletin d’histoire politique, 15, 2 (Winter 2007): 89-106.

Boyle, Tom. Design for Multimedia Learning. London: Prentice Hall, 1997.

Bricken, Meredith, and Chris M. Byrne. “Summer Students in Virtual Reality: A Pilot Study.”  In Virtual Reality: Applications and Explorations, ed. Alan Wexelblat, 178-84. New York: Academic Publications, 1993.

Brody, H. “Video Games that Teach?” Technology Review (Nov/Dec 1993): 51-7.

Brooks, Frederick. “Virtual Reality in Education: Promise and Reality panel statement.” Proceedings IEEE Virtual Reality Annual International Symposium (VRAIS ‘98), 1998.

Brown, George W. Readings in Canadian History. Toronto: Dent, 1940.

Brown, Richard H. “Learning How To Learn: The Amherst Project in History Education in the Schools.” The Social Studies, 87 (1996): 267-73.

Bruner, Jerome S. The Process of Education. Cambridge, MA: Harvard University Press, 1960.

Bruner, Jerome. The Process of Education, 2 ed. Cambridge, MA: Harvard University Press, 1977.

Bryant, Darren, and Penney Clark. “Historical Empathy and Canada: A People’s History.” Canadian Journal of Education 29, 4 (2006): 1039-64.

Buckner, Phillip A. “ ‘Limited Identities’ and Canadian Historical Scholarship: An Atlantic Canada Perspective.” Journal of Canadian Studies 23 (Spring-Summer 1988): 177-98.         

Butterfield, Herbert. The Whig Interpretation of History. London: G. Bell & Sons, 1931.

Campbell, Duane E. “Why Teach a Mode of Inquiry?” Canadian Journal of History, 4 (1968): 11-17.

Canada and Newfoundland Education Association A Report on the Text-books in Social Studies in the Dominion of Canada. Toronto: CNEA, 1941.

Canadian and Newfoundland Education Association. “Report of the Committee for the Study of Canadian History Textbooks.” Canadian Education, I (October, 1945): 3-35.

Cannadine, David. What is History Now? Basingstoke, Hampshire: Palgrave Macmillan 2002 (2004): x-xii.

CAPFE. Rapport annuel 2007-2008 sur l’état des besoins en formation à l’enseignement. Québec: Gouvernement du Québec, 2008.

Careless, J.M.S. “Limited Identities in Canada.” Canadian Historical Review 50, 1 (March 1969): 1-10.

Carr, E.H. What Is History? London: Macmillan, 1962.

Carr, Paul R., and Darren E. Lund, ed. The Great White North? Exploring Whiteness, Privilege and Identity in Education. Rotterdam: Sense Publishers, 2007.

Carson, Don. “Environmental Storytelling.” Gamasutra, 2000. http://www.gamasutra.com/features/20000301/carson_01.htm (accessed June 6, 2007).

Case, Roland, and LeRoi Daniels. “Teaching the Tools to Thinking Critical.” In Anthology of Social Studies: Issues and Strategies for SecondaryTeachers, ed. Roland Case and Penney Clark, 74-85. Vancouver: Pacific Educational Press, 2008.

Castle, Christine. “Teaching History in Museums.” Ontario History 94, 1 (2002): 29-47.

Castronova, Edward. Synthetic Worlds: The Business and Culture of Online Games. Chicago: University of Chicago Press, 2005.

CEQ [Collectif pour une éducation de qualité], Transmettre adéquatement un patrimoine culturel et historique, brief submitted to the Bouchard-Taylor Commission, Montreal, 19 October 2007, p. 6.

Chafe, James W., and Lower, A.R.M. Canada-A Nation and How It Came To Be. Toronto: Longmans, Green, 1948.

Chaire Hector-Fabre d’histoire du Québec. “Quelle histoire du Québec enseigner ?” Bulletin d’histoire politique, 15, 1 (Fall 2006), 183-90.

Chalvin, S. Comment on abrutit nos enfants: la bêtise en 23 manuels scolaires. Montreal: Les Éditions du Jour, 1962.

Chareka, Ottilia, and Alan Sears. “Discounting the Political: Understanding Civic Participation as Private Practice.” Canadian and International Education, 34, 1 (2005): 50-8.

Clark, Anna. History’s Children: History Wars in the Classroom. Sydney, Australia: University of New South Wales Press, 2008.

Clark, Jeffrey T., Brian M. Slator, James Landrum III, Aaron Bergstrom, Justin Hawley, Eunice Johnston, and Shawn Fisher. “Teaching with Immersive Virtual Archaeology.” Proceedings of the 7th International Conference on Virtual Systems and Multimedia (VSMM-2001). Berkeley, CA, October 2001: 25-7.

Clark, Joe. A Nation too Good to Lose: Renewing the Purpose of Canada. Toronto: KeyPorter, 1994.

Clark, Penney. “Engaging the Field: A Conversation with Mark Starowicz,” Canadian Social Studies 36 (Winter 2002).

Clark, Penney. “Representations of Aboriginal People in English Canadian History Textbooks: Toward Reconciliation.” Teaching the Violent Past: History Education and Reconciliation, ed. E.A. Cole, 81-120. Lanham, MD: Rowman & Littlefield and Carnegie Council for Ethics in International Affairs, 2007.

Clark, Penney. “The Historical Context of Social Studies in English Canada.” In Challenges and Prospects for Canadian Social Studies, ed. Alan Sears and Ian Wright, 17-37. Vancouver: Pacific Educational Press, 2004.

Clark, Richard E. “Media Will Never Influence Learning.” Educational Technology Research and Development 42, 2 (1994): 21-9.

Clarke-Hazlett, Christopher. “Communicating Critical Historical Scholarship through Museum Exhibition: A Museum Historian’s View.” In Studies in History and Museums, ed. P. E. Rider, 57-76. Hull, QC: Canadian Museum of Civilization, 1994.

Clarke-Hazlett, Christopher. “Communicating Critical Historical Scholarship through Museum Exhibition: A Museum Historian’s View.” In Studies in History and Museums, ed. P. E. Rider, 57-76. Hull, QC: Canadian Museum of Civilization, 1994.

Clarke, F. The Foundations of History Teaching. London: Oxford University Press, 1929.

Clarke, Fred. The Foundations of History Teaching. London: Oxford University Press, 1929.

Clement, W.H.P. The History of the Dominion of Canada. Toronto: Briggs, 1898.

Coffin, Caroline. Historical Discourse. London: Continuum, 2006.

Cole, Elizabeth A. ed. Teaching the Violent Past: History Education and Reconciliation. Lanham, MD: Rowman & Littlefield, 2007.

Collingwood, R. G. Idea of History. New York: Oxford University Press, 1956.

Comité Lacoursière. Learning from the Past: Report of the Task Force on History Teaching. Quebec City, Ministry of Education, May 1996.

Conrad, Margaret, Jocelyn Letourneau, and David Northrup. “Canadians and Their Pasts: An Exploration in Historical Consciousness.” The Public Historian 31, 1 (Winter 2009): 15-34.

Conrad, Margaret. “Public History and its Discontents, or History in the Age of ‘Wikipedia’.” Journal of the Canadian Historical Association, Saskatoon 2007 18, 1 (Ottawa 2008): 1-26.

Cook, Ramsay. “Canadian Historical Writing.” In Scholarship in Canada, 1967: Achievement and Outlook, ed. R.H. Hubbard, 71-81. Toronto: University of Toronto Press for the Royal Society of Canada, 1968.

Cooper, Hilary, and Dursun Dilek. “Children’s Thinking in History: Analysis of a History Lesson Taught to 11 Year Olds at Ihsan Sungu School, Istanbul.” International Journal of Historical Learning, Teaching and Research 4, 2 (July 2004): http://centres.exeter.ac.uk/historyresource/journal8/8contents.htm (accessed Jan. 13, 2009).

Cooper, Hilary. History in the Early Years. London: Routledge, 1995.

Cornell, Paul, Jean Hamelin, Fernand Ouellet, and Marcel Trudel. Canada: Unity in Diversity. Toronto: Holt, Rinehart & Winston, 1967.

Crowley, Terence. The Marriage of Minds: Isabel and Oscar Skelton reinventing Canada. Toronto: University of Toronto Press, 2003.

Crowley, Terry. “Isabel Skelton: Precursor to Canadian Cultural History.” In Creating Historical Memory, ed. Boutilier and Prentice, 164-93. Vancouver: UBC Press, 1997.

Cruikshank, Julie. Do Glaciers Listen? Local Knowledge, Colonial Encounters, and Social Imagination. Vancouver: UBC Press, 2005.

Cruikshank, Julie. Life Lived as a Story: The Life Stories of Three Yukon Native Elders Vancouver: UBC Press, 1992.

Cruikshank, Julie. The Social Life of Stories: Narrative and Knowledge in the Yukon Territory Vancouver: UBC Press, 1998.

Cuban, Larry. Teachers and Machines: The Classroom Use of Technology since 1920. New York: Teachers College Press, 1986.

Dagenais, Michèle, and Christian Laville. “Le naufrage du projet de programme d’histoire ‘nationale’: retour sur une occasion manqué accompagné de considérations sur l’éducation historique.” Revue d’histoire de l’Amérique française, 60 (2007): 517-50.

Darling-Hammond, Linda, and John Bransford, ed. Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San-Francisco: Jossey-Bass, 2005.

Davallon, Jean. L’Exposition à l’Œuvre, Stratégies de Communication et Médiation Symbolique. Paris: L’Harmattan, 2007.

Davis, Bob. Whatever Happened to High School History? Burying the Political Memory of Youth, Ontario 1945-1995. Toronto: Lorimer/Our Schools Ourselves, 1995.

Dawson, Ian. “The Schools History Project—A Study in Curriculum Development,” The History Teacher, 22 (1989): 221-38.

Deacon, William A. My Vision of Canada. Toronto: Ontario Publishing Company, 1933.

Dean, David. Museum Exhibition: Theory and Practice. London: Routledge, 1994.

Dei, George J. Sefa, Leena Luke Karumanchery, and Nisha Karumanchery-Luik. “Playing the Race Card: Exposing White Power and Privilege.” In Counterpoints: Studies in the Postmodern Theory of Education, ed. Joe L. Kincheloe and Shirley R. Steinberg, Vol. 244. New York: Peter Lang Publishing, 2004.

Deloche, Bernard.  La Nouvelle Culture. Paris: L’Harmattan, 2007.

Delpit, Lisa. Other People’s Children: Cultural Conflicts in the Classroom. New York: The New Press, 1995.

den Heyer, Kent. “Education as an Affirmative Invention.” Educational Theory 59, 4 (2009): 441-63.

den Heyer, Kent. “Implicated and Called Upon: Challenging an Educated Position of Self, Others, Knowledge and Knowing as Things to Acquire” Critical Literacy: Theories and Practices, 3, 1 (2009): 26-36.

den Heyer, Kent. “R. Buckminster Fuller’s ‘Great Pirates:’ An Investigation into Narrative Coherency and Analysis in World History Courses.” World History Connected, 3, 1 (2005).

den Heyer, Kent. “What if Curriculum (of a Certain Kind) Doesn’t Matter” Curriculum Inquiry, 39, 1 (2009): 27-40.

Deng, Zongyi and Allan Luke. “Subject Matter: Defining and Theorizing School Subjects.” In The SAGE Handbook of Curriculum and Instruction, ed. F. M. Connelly, M. F. He, and J. I. Phillion, 66-89. Los Angeles: Sage Publications, 2008.

Denos, Mike and Roland Case. Teaching about Historical Thinking. Vancouver: Critical Thinking Consortium, 2006.

Department for Education Science and Training. National Framework for Values Education in Australian Schools. Canberra: Australian Government, 2005.

Dernie, David. Exhibition Design. New York: W.W. Norton, 2006.

Déry, Chantal. Étude des conditions du transfert du contexte scolaire au contexte extra scolaire, d’un mode de pensée d’inspiration historienne chez les élèves du 3e cycle primaire. Thèse de doctorat en sciences de l'éducation, Montréal: Université du Québec à Montréal, 2008.

Desrosiers, Adélard and Bertrand, Camille. Histoire du Canada. Montreal: Beauchemin, 1919.

Deyell, Edith. Canada: A New Land. Toronto: Gage, 1958.

Dick, Lyle. “‘A New History for the New Millennium’: Canada: A People’s History.” CHR Forum, Canadian Historical Review 85, 1 (March 2004): 85-109.

Dick, Lyle. “Nationalism and Visual Media in Canada: The Case of Thomas Scott’s Execution.” Manitoba History 48 (Fall/Winter 2004):1-18.

Dick, Lyle. “Representing National History on Television: The Case of Canada: A People’s History.” In Programming Reality: Perspectives on English Canadian Television, ed. Zöe Druick and Patsy Kotsopoulos, 31-49. Waterloo, ON: Wilfrid Laurier University Press, 2008.

Dickie, Donalda. The Enterprise in Theory and Practice. Toronto: Gage, 1940.

Dickie, Donalda. The Great Adventure: An Illustrated History of Canada for Young Canadians. Toronto: Dent, 1950.

Dicks, Bella. “Encoding and Decoding the People – Circuits of Communication at a Local Heritage Museum.” European Journal of Communication 15, 1 (2000): 61-78.

Dicks, Stuart. “The Treatment of the North American Indian in some Grade Seven Texts,” Canadian Journal of History and Social Science, 7 (1971): 31-6.

Dominion Education Association. Minutes and Proceedings. Toronto: Dominion Education Association, 1892.

Donovan, M. Suzanne, and John D. Bransford, ed. How Students Learn: History in the Classroom. Washington, DC: The National Academies Press, 2005.

Dubois-Roy, Étienne, and Luc Guay. “La crise d’octobre 1970: une démarche socioconstructiviste.” In L’enseignement de l’histoire au début du XXIe siècle au Québec, ed. F. Bouvier and M. Sarra-Bournet, 95-105. Québec: Septentrion, 2008.

Duerden, K., W. Hare, and B. Roald. “Controversy as a Curriculum Focus: The Canadian Public Issues Project.” The History and Social Science Teacher, 10 (1975): 5-11.

Dufresne-Tassé, Colette, and André Lefebvre. Psychologie du visiteur de musée – contribution à l’éducation des adultes en milieu muséal. Ville Lasalle, QC: Cahiers du Québec, Coll. Psychopédagogie, 1996.

Duquette, Cate. “Les difficultés entourant l’apprentissage de la pensée historique chez les élèves du secondaire: la conscience historique comme piste de solution?” In Histoire, musées et éducation à la citoyenneté, ed. Jean-François Cardin, Anik Meunier, and Marc-André Éthier, 149-68. Montréal: Multimondes, 2009.

Ellsworth, Elizabeth. “Why Doesn’t this Feel Empowering? Working through the Repressive Myths of Critical Pedagogy.” In Feminisms and Critical Pedagogy, ed. Carmen Luke and Jennifer Gore, 90-119. New York: Routledge, 1992.

Engle, Shirely H. “Late Night Thoughts About the New Social Studies.” Social Education 50, 1 (1986): 20-2.

Entertainment Software Association Web Site http://www.theesa.com/facts/index.asp (accessed June 10, 2008).

Epstein, Terrie. “Adolescents’ Perspectives on Racial Diversity in US History: Case Studies from an Urban Classroom.” American Educational Research Journal 37, 1 (2000): 185-214.

Epstein, Terrie. “Deconstructing Differences in African-American and European-American Adolescents’ Perspectives of U.S. History.” Curriculum Inquiry 28, 4 (1998): 397-423.

Ercikan, Kadriye. “Developments in Assessment of Student Learning.” In Handbook of Educational Psychology, ed. Patricia A. Alexander and Philip H. Winne, 929-53. Mahwah, NJ: Lawrence Erlbaum Associates, 2006.

Éthier, Marc-André, and David Lefrançois. “Investigación sobre el desarrollo de competencias en ciencias sociales a partir de prácticas políticas y comunitarias.” IBER – Didáctica de las ciencias sociales, geografía e historia, 58 (2008): 89-107.

Éthier, Marc-André, and David Lefrançois. “Trois recherches exploratoires sur la pensée historique et la citoyenneté à l’école et à l’université.” In Histoire, musées et éducation à la citoyenneté, ed. Jean-François Cardin, Anik Meunier, and Marc-André Éthier, 277-98. Montréal: Multimondes, 2009.

Éthier, Marc-André, Jean-Pierre Charland, and Jean-François Cardin. “Premier portrait de deux perspectives différentes sur l’histoire du Québec enseignée dans les classes d’histoire et leur rapport avec les identités nationales: recherche sur la conscience historique des adolescents canadiens-français et amérindiens.” In Histoire, musées et éducation à la citoyenneté, ed. Jean-François Cardin, Anik Meunier, and Marc-André Éthier, 193-222. Montréal: Multimondes, 2009.

Éthier, Marc-André. “Apprendre à exercer sa citoyenneté à l’aide de l’histoire.” Bulletin d’histoire politique, 15, 2 (Winter 2007): 53-8.

Evans, Ronald W. The Social Studies Wars: What Should We Teach the Children? New York: Teachers College Press, 2004.

Falk, John, H., Lynn D. Dierking and Susan Foutz, ed. In Principle, In Practice Museums as Learning Institutions. New York: Altamira, 2007.

Falk, John. H., and Lynn D. Dierking. Learning from Museums: Visitor Experiences and   the Making of Meaning. Walnut Creek, CA: Altamira, 2000.

Farley, Paul-Émile and Gustave Lamarche. Histoire du Canada: Cours Supérieur. Montreal: Librairie des clercs de St. Viateur, 1933.

Fenton, Edwin. The New Social Studies. New York: Holt, Rinehart & Winston, 1968.

Ferro, Marc. L’histoire sous surveillance. Paris: Calmann-Lévy, 1985.

Fertig, Gary. “Using Biography to Help Young Learners Understand the Causes of Historical Change and Continuity,” The Social Studies 99, 4 (July/August 2008): 147-54.

Fillmore, Nicholas. Maritime Radical: The Life and Times of Roscoe Fillmore. Toronto: Between the Lines, 1992.

Fling, Fred Morrow, and Howard W. Caldwell. Studies in European and American History: An Introduction to the Source Study Method in History. Lincoln, Nebraska: J.J. Miller, 1897.

Forbes, E.R. Challenging the Regional Stereotype: Essays on the 20^th Century Maritimes. Fredericton: Acadiensis Press, 1989.

Foster, Stuart J., and Elizabeth A. Yeager. “The Role of Empathy in the Development of Historical Understanding.” International Journal of Social Education 13, 1 (Spring/Summer 1998): 1-7.

Foster, Stuart J., John D. Hoge, and Richard H. Rosch. “Thinking Aloud About History: Children’s and Adolscents’ Responses to Historical Photographs.” Theory and Research in Social Education 27, 2 (Spring 1999): 179-214.

Fowler, Carol, and Evelyn Moore. “The Portrayal of Canadian Indians in Children’s Books.” Canadian Journal of History and Social Science, 8 (1972): 28-33.

Frances, Daniel. National Dreams: Myth, Memory and Canadian History. Vancouver: Arsenal Pulp Press, 1997.

Francis, Dan. National Dreams: Myth, Memory and Canadian History. Vancouver, Arsenal Pulp Press, 1997.

Frasca, Gonzalo. “Ludology Meets Narratology: Similitude and differences between (video) games and narrative.” Originally published in Finnish as “Ludologia kohtaa narratologian” in, Parnasso, 3: 1999. English version available online at http://www.ludology.org.

Frasca, Gonzalo. “Simulation vs. Narrative: Introduction to Ludology.” In The Video Game Theory Reader, ed. M.J.P. Wolf and B. Perron, 221-36. New York: Routledge, 2003.

Fraser, Jem. “Museum, Drama, Ritual and Power.” In Museum Revolutions, ed. Simon J. Knell, Suzanne MacLeod, and Sheila Watson, 291-302. London: Routledge, 2007.

Fraser, Mariam. “Event,” Theory, Culture and Society 23, 2-3 (2006): 129-32.

Frégault, Guy, and Marcel Trudel. Histoire du Canada par les textes. Montreal: Fides, 1952.

Friesen, Gerald. The Canadian Prairies: A History. Toronto: University of Toronto Press, 1984.

Frye, Northrop, ed. Design for Learning. Toronto: University of Toronto Press, 1962.

Fulford, Robert. “Robert Fulford’s Column about ‘Canada: A People’s History’ on CBC-TV.” The National Post (January 16, 2001) at http://www.robertfulford.com/CanadaHistory.html (accessed 4 January 2009).

Fullan, Michael. The New Meaning of Educational Change. New York: Teachers College Press, 1991.

Fyfe, Gordon, and Max Ross. “Rethinking the Visitor’s Gaze.” In Theorizing Museums, ed. Sharon Macdonald and Gordon Fyfe, 127-151. Oxford, UK: Blackwell, 2004.

Gaddis, John, The Landscape of History: How Historians map the past (Oxford University Press, 2002).

Gaffield, Chad. “Toward the Coach in the History Classroom.” Canadian Issues (October / November 2001): 12-14.

Gagnon, Mathieu. “Regards sur les pratiques critiques manifestées par des élèves de quatrième année du secondaire dans le cadre de deux activités d’apprentissage par problèmes menées en classe d’histoire au Québec.” In Histoire, musées et éducation à la citoyenneté, ed. Jean-François Cardin, Anik Meunier, and Marc-André Éthier, 169-92. Montréal: Multimondes, 2009.

Gagnon, Serge. Quebec and Its Historians: 1840-1920. Montreal: Harvest House, 1982.

Gamespy.com. “GameSpy’s Top 50 Games of All Time,” 2004. http://archive.today/rnJF8

Gardner, Howard, and Veronica Boix-Mansilla. “Teaching for Understanding in the Disciplines – and Beyond.” In The Development and Education of the Mind: The Selected Works of Howard Gardner, ed. Howard Gardner, 145-58. New York: Routledge, 2006.

Gardner, Howard. The Development and Education of the Mind: The Selected Works of Howard Gardner. London and New York: Routledge, 2006.

Gardner, James B., and Peter S. LaPaglia, ed. Public History: Essays from the Field, rev. ed. Malibar, FL:  Kreiger Publishing Company, 2004.

Gardner, James. B. “Contested Terrain: History, Museums and the Public.” The Public Historian 26, 4, (2004): 11-21.

Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave/Macmillan, 2003.

Gee, James Paul. Why Video Games are Good for your Soul: Pleasure and Learning. Altona, Vic: Common Ground, 2005.

Gibson, Andrew. Beckett and Badiou: The Pathos of Intermittency. Oxford: Oxford University Press, 2006.

Gibson, Susan E. Teaching Social Studies in Elementary Schools: A Social Constructivist Approach. Toronto: Nelson Education Ltd., 2009

Gielen, Pascal. “Museumchronotopics: On the Representation of the Past in Museums.” Museum and Society 2, 3 (2004): 147-60.

Gillis, John R., “Memory and Identity: The History of a Relationship.” In Commemorations: The Politics of National Identity, ed. John R. Gillis, 3-24. Princeton, NJ: Princeton University Press, 1994.

Glassberg, David. “Public History and the Study of Memory,” The Public Historian 18, 2 (Spring 1996): 7-23.

Godbout, Arthur. “Enquête sur l’enseignement de l’histoire au Canada français.” Culture: Sciences religieuses et profanes au Canada, 5 (1944): 156-8.

Granatstein, Jack. Who Killed Canadian History? Toronto: Harper-Collins, 1998.

Grant, S.G. History Lessons: Teaching, Learning, and Testing in U.S. High School Classrooms. Mahwah: Erlbaum, 2003.

Greenberg, Reesa, Bruce Ferguson, and Sandy Nairne, ed. Thinking about Exhibitions. London: Routledge, 1996.

Gregory, Kate and Andrea Witcomb. “Beyond Nostalgia.” In Museum Revolutions, ed. Simon J. Knell, Suzanne MacLeod and Sheila Watson, 263-75. London: Routledge, 2007.

Guay, Luc, and France Jutras. “L’éducation à la citoyenneté: quelle histoire!” In Quelle formation pour l’éducation à la citoyenneté?, ed. Fernand Ouellet, 11-26. Sainte-Foy: Presses de l'Université Laval, 2004.

Guinness, Os. The Case for Civility and Why Our Future Depends on It. New York: HarperOne, 2008.

Gurian Heumann, Elaine. Civilizing the Museum: Collected Writings by Elaine Heumann Gurian. London: Routledge, 2006.

Gutmann, Amy. “Introduction,” In Multiculturalism: Examining the Politics of Recognition, ed. Amy Gutmann, 3-24. Princeton: Princeton University Press, 1994.

Hall, Stuart. “New Ethnicities.” In Identities: Race, Class, Gender, and Nationality, ed. Linda Martín Alcoff and Eduardo Mendieta, 90-5. London: Blackwell Publishing, 2003.

Hall, Stuart. “Old and New Identities, Old and New Ethnicities.” In Culture, Globalization and the World Systems: Contemporary Conditions for the Representations of Identity, ed. Anthony D. King, 41-68. Binghamton, NY: Department of Art and Art History, State University of New York, 1991.

Hallam, Roy. “Logical Thinking in History.” Educational Review, 19 (1967): 183-202.

Halsey, Van R. Jr. “American History: A New High School Course.” Social Education, 27 (1963): 249-52.

Harel, Idit, and Seymour Papert. Constructionism. New York: Ablex Publishing Corporation, 1991.

Hargreaves, Andy. Teaching in the Knowledge Society: Education in the Age of Insecurity. New York: Teachers College Press, 2003.

Harnett, Penelope. “Identifying Progression in Children’s Understanding: The Use of Visual Materials to Assess Primary School Children’s Learning in History.” Cambridge Journal of Education 23, 2 (June 1993): 137-55.

Haydn, Terry, James Arthur, and Martin Hunt. Learning to Teach History in Secondary School: A Companion to School Experience. New York: Routledge, 1997.

Hebert, Yvonne, Lori Wilkinson, and Mehrunnisa Ali. “Second Generation Youth in Canada, Their Mobilities and Identifications: Relevance to Citizenship Education.” Brock Education 17 (2008): 50-70.

Hein, George E. Learning in the Museum. London: Routledge, 1998.

Hein, Hilda. The Museum in Transition, a Philosophical Perspective. Washington, DC: The Smithsonian Institute, 2000.

Hertzberg, Hazel. “History and Progressivism: A Century of Reform Proposals.” In Historical Literacy: The Case for History in American Education, ed. Paul Gagnon, 80-9. New York: Macmillan, 1989.

Hirsch Jr., E. D. Cultural Literacy: What Every American Needs to Know. New York: Vintage Random House 1988.

Hirst, Paul. Knowledge and the Curriculum. London:  Routledge & Kegan Paul, 1975.

Hodgetts, A.B. What Culture? What Heritage? A Study of Civic Education in Canada. Toronto: OISE Press, 1968.

Hodkinson, Alan. “Does the English Curriculum for History and its Schemes of Work Effectively Promote Primary-aged Children’s Assimilation of the Concepts of Historical Time? Some Observations Based on Current Research.” Educational Research 46, 2 (Summer 2004): 99-117.

Holt, Tom. Thinking Historically: Narrrative, Imagination, and Understanding. New York: College Entrance Examination Board, 1990.

Hooper-Greenhill, Eilean, and Theano Moussouri. Researching Learning in Museums and Galleries 1990-1999 - A Bibliographic Review. Research Centre for Museums and Galleries Department of Museum Studies: Leicester University, 2002.

Hooper-Greenhill, Eilean. “Education, Postmodernity and the Museum.” In Museum Revolutions: Museums and Change, ed. Simon J. Knell, Suzanne Macleod, and Sheila Watson, 367-77. London and New York: Routledge, 2007.

Hooper-Greenhill, Eilean. Museum and Education. London: Routledge, 2007.

House, Ernest. The Politics of Educational Innovation. Berkley, CA: Sage, 1974.

Hughes Andrew S., and Alan Sears. “Macro and Micro Level Aspects of a Programme of Citizenship Education Research.” Canadian and International Education, 25, 2 (1996): 17-30.

Hughes Andrew S., and Alan Sears. “Teaching the Contested and Controversial Nature of Democratic Ideas: Taking the Crisis out of Controversy.” In The Challenge of Teaching Controversial Issues, ed. Hilary Claire and Cathie Holden, 83-93. Stoke on Kent, UK: Trentham Books, 2007.

Hughes, Andrew S. Grade 10 Maritime Studies in New Brunswick: The Report of a Preliminary Assessment, 1988.

Hughes, Andrew S., and Alan Sears. “The Struggle for Citizenship Education in Canada: The Centre Cannot Hold.” In SAGE Handbook of Education for Citizenship and Democracy, ed. J. Arthur, C. L. Hahn and I. Davies, 124-138. London: Sage, 2008.

Husbands, Chris. What Is History Teaching?: Language, Ideas, and Meaning in Learning about the Past. Buckingham: Open University Press, 1993.

Iggers, George G., ed. Historiography in the Twentieth Century: From Scientific Objectivity to the Postmodern Challenge. Hanover, NH: University Press of New England, 1997.

Inchauspé, Paul. Réaffirmer l’école, prendre le virage du succès. Rapport du Groupe de travail sur la réforme du curriculum. Quebec: Ministry of Education, 1997.

Jedwab, Jack. Teaching Canadian History in the Era of Diversity. Montreal: Association for Canadian Studies, 2008.

Jenkins, Henry. “Game Design as Narrative Architecture.” In First Person: New Media as Story, Performance, and Game, ed. Noah Wardrip-Fruin, and Pat Harrigan, pp. 118-128. Cambridge, MA: MIT Press, 2004.

Jenkins, Henry. “Games, The Lively Art.” In Handbook of Computer Game Studies, ed. Joost Raessens and Jeffrey Goldstein, pp. 175-192. Cambridge, MA: MIT Press, 2005.

Jenkins, Keith. “Ethical responsibility and the historian: On the possible end of a history ‘of a certain kind’ ” History and Theory, Theme Issue 43 (2004) 43-60.

Jenkins, Keith. Re-thinking History. London and New York: Routledge, 1991.

Jenkins, Richard. “Ethnicity Etcetera: Social Anthropological Points of View.” Ethnic and Racial Studies 19, 4 (1996): 807-22.

John, Peter. “The Professional Craft Knowledge of Teachers.” Teaching History, 64 (1991): 8-12.

Johnston, R.J. Derek Gregory, Geraldine Pratt, and Michael Watts, ed. The Dictionary of Human Geography. 4 ed. Oxford: Blackwell, 2000.

Joshee, Reva. “Citizenship and Multicultural Education in Canada: From Assimilation to Social Cohesion.” In Diversity and Citizenship Education: Global Perspectives, ed. J. A. Banks, 127-56. San Francisco: Jossey-Bass, 2004.

Jutras, France. “La délibération sur la pratique: une expérience de développement professionnel avec un groupe d’enseignantes et enseignants d’histoire et éducation à la citoyenneté au secondaire.” In Histoire, musées et éducation à la citoyenneté, ed. Jean-François Cardin, Anik Meunier, and Marc-André Éthier, 67-84. Montréal: Multimondes, 2009.

Juul, Jesper. Half-Real: Video Games between Real Rules and Fictional Worlds. Cambridge, MA: MIT Press, 2005.

Kaddatz, Jennifer. “The Ethnic Diversity Survey: Measuring Ethnic Ancestry, Ethnic Identity and Ethnic Salience in Canada.” Ed. Statistics Canada. Toronto: Association of Canadian Studies Symposium: Ethnic Diversity Survey and the Future of Ethnic Identification in Canada, 2005.

Kahne, Joseph E., and Susan E. Sporte. “Developing Citizens: The Impact of Civic Learning Opportunities on Student’s Commitment to Civic Participation.” American Educational Research Journal 45, 3 (2008): 738-66.

Karp, Ivan and Steven D. Lavine, ed. Exhibiting Cultures: The Poetics and Politics of Museum Display. Washington, DC: Smithsonian Institution Press, 1991.

Karp, Ivan, Corinne A. Kratz, Lynn Szwaja, and Tomas Ybarra-Frausto, ed. Museum Frictions. Oxford: Blackwell, 2006.

Katz, Joseph. The Teaching of Canadian History in Canada: A Survey Study of the Teaching of Canadian History in Junior and Senior High Schools. Winnipeg: University of Manitoba Press, 1953.

Kavanagh, Gaynor, ed. Making Histories in Museums. London: Leicester University Press, 1996.

Keatinge, Maurice W. Studies in the Teaching of History. London: A. & C. Black, 1910.

Kee, Kevin, J. Beheshti, and A. Large. A Journey to the Past: A Quebec Village in the 1890s. Montreal: Virtuel Age International, 2006.

Keller, C.W. “Improving High School History Teaching.” In Against Mediocrity: The Humanities in America’s High Schools, ed. C. Finn, D. Ravitch and R. Fancher, 79-94. New York: Holmes and Meier, 1984.

Kelly, Lynda. “Visitors and Learning.” In Museum Revolutions, ed. Simon J. Knell, Suzanne MacLeod, and Sheila Watson, 276-91. London and New York: Routledge, 2007.

Kennedy, Kerry J. “Civics.” In The Oxford Companion to Australian Politics, ed. Brian Galligan and Winsome Roberts, 104-5. Melbourne: Oxford University Press, 2007.

Kincheloe, Joe L. Getting Beyond the Facts: Teaching Social Studies/Social Sciences in the Twenty-First Century. New York: Peter Lang, 2001.

Kirbyson, Ronald C., Harvey H. Herstein, and Laurie J. Hughes. Challenge and Survival: The History of Canada. Toronto: Prentice Hall, 1970.

Klein, Kerwin Lee. “On the Emergence of Memory in Historical Discourse.” Representations 69 (2000): 127-50.

Knell, Simon J. Museum in the Material World. London: Routledge, 2007.

Kohlberg, Lawrence, “Moral Development and the New Social Studies,” Social Education, 37 (1973): 369-75.

Koselleck, Reinhart. The Practice of Conceptual History: Timing History, Spacing Concepts. Stanford, CA: Stanford University Press, 2002.

Kymlicka, Will and W. Norman, ed. Citizenship and Diverse Societies. New York: Oxford University Press, 2000.

Kymlicka, Will. “Being Canadian.” Government and Opposition Ltd. 38, 3 (2003): 357-85.

Kymlicka, Will. “Ethnocultural Diversity in a Liberal State: Making Sense of the Canadian Model(S).” In The Art of the State: Belonging? Diversity, Recognition and Shared Citizenship in Canada, ed. K. Banting, T. J. Courchene, and L. Seidle, 39-86. Montreal: The Institute for Research on Public Policy, 2007.

Kymlicka, Will. “Western Political Theory and Ethnic Relations in Eastern Europe.” In Can Liberalism be Exported? Western Political Theory and Ethnic Relations in Eastern Europe, ed. Will Kymlicka, Will and Magda Opalsk, 13-106. Oxford: Oxford University Press, 2001.

L’école, tout un programme. Quebec City, Ministry of Education, 1997.

Lacasse, Danielle, and Antonio Lechasseur. “The National Archives of Canada, 1872-1997.” Canadian Historical Association Historical Booklet, 58 Ottawa, 1997.

Ladenberg, Thomas J. “Cognitive Development and the Teaching of Social Studies.” In  Readings in Moral Education, ed. Peter Scharf, 98-109. Minneapolis: Winston Press, 1978.

Laloux-Jain, Geneviève. Les manuels d’histoire du Canada au Québec et en Ontario de 1867 à 1914. Québec: Les Presses de l’Université Laval, 1974.

Langille, Ken. “Maritime Studies: A Political Dream, a Teachers’ Reality.” Aviso 2, 1 (1986): 12-15.

Laurel, Brenda. Computers as Theatre. New York: Addison-Wesley, 1991.

Laurendeau, André. “Pour ou contre le manuel unique d’histoire du Canada?” L’action nationale, 35 (1950): 337-95.

Laurendeau, André. Nos écoles enseignent-elles la haine de l’anglais? Montreal: Éditions de l’Action nationale, 1941.

Laville, Christian. “Colon, Caboto, Cartier et les autres qui s’étaient déjà là—l’historiographie de la ‘découverte’ au Canada.” Cahiers d’histoire, 13 (1993): 124-45.

Lee, Peter and Denis Shemilt. “A Scaffold, not a Cage: Progression and Progression Models in History,” Teaching History 113 (December 2003): 13-23.

Lee, Peter, and Denis Shemilt. “ ‘I Just Wish We Could Go Back in the Past and Find Out What Really Happened’: Progression in Understanding About Historical Accounts.” Teaching History 117 (December 2004): 25-31.

Lee, Peter, and Rosalyn Ashby. “Empathy, Perspective Taking, and Rational Understanding.” In Historical Empathy and Perspective Taking in the Social Studies, ed. O.L. Davis Jr., Elizabeth Anne Yeager, and Stuart J. Foster, 21-50. Lanham, MD: Rowman & Littlefield Publishers Inc., 2001.

Lee, Peter, and Rosalyn Ashby. “Progression in Historical Understanding Ages 7-14.” In Knowing, Teaching, and Learning History: National and International Perspectives, ed. Peter Stearns, Peter Seixas, and Sam Wineburg, 199-222. New York: New York University Press, 2000.

Lee, Peter, Dickinson, Alaric, and Slater John, ed. International Yearbook of History Education, Vol. 2. London: Woburn Press, 1999.

Lee, Peter. “Historical Imagination.” In Learning History, ed. Alaric Dickinson, Peter Lee, and Peter Rogers, 87-112. London: Heinemann, 1984.

Lee, Peter. “Historical Knowledge and the National Curriculum.” In History in the National Curriculum, ed. R. Aldrich, 39-65. London: Kogan Page, 1991.

Lee, Peter. “History Teaching and the Philosophy of History.” History and Theory 22, 4 (1983): 19-49

Lee, Peter. “Making Sense of Historical Accounts.” Canadian Social Studies 32, 2 (Winter 1998): 52-4.

Lee, Peter. “Putting Principles Into Practice: Understanding History.” In How Students Learn: History in the Classroom, ed. M. Suzanne Donovan and John D. Bransford, 61-65. Washington, DC: The National Academies Press, 2005.

Lee, Peter. “Understanding History.” In Theorizing Historical Consciousness, ed. Peter Seixas. 129-164. Toronto, ON: University of Toronto Press, 2004.

Lee, Peter. “Why Learn History?” In Learning History, ed. Alaric Dickinson, Peter Lee, and Peter Rogers, 1-19. London: Heinemann, 1984.

Lefrançois, David, and Marc-André Éthier. “Desarrollo de competencias para la práctica política y comunitaria (educación para la ciudadanía).” Aula de Innovación Educativa, 170 (2008): 31-6.

Lefrançois, David, and Marc-André Éthier. “The Transfer of Historico-Critical Skills in Quebec Classrooms: From Social Studies Class to Political and Community Practice.” In Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives, ed. Daniel Shugurensky and Elizabeth Pinnington, 87-104. Cambridge: Cambridge Scholars Press, 2010.

Lefrançois, David. “Sur quelle conception de la citoyenneté édifier un modèle de formation civique? La réponse de la théorie de la démocratie délibérative.” In Quelle formation pour l’éducation à la citoyenneté?, ed. Fernand Ouellet, 73-100. Québec: Presses de l’Université Laval, 2004.

Leinhardt, Gaea, and Karen Knutson. Listening in on Museums. Walnut Creek, CA: Altamira, 2004.

Leinhardt, Gaea, Beck, E. and Stainton, C., ed. Teaching and Learning in History. Hillsdale, NJ: Erlbaum, 1994.

Leinhardt, Gaea, Kevin Crowley, and Karen Knutson, ed. Learning Conversations in Museums. New York: Lawrence Erlbaum, 2002.

Lepore Jill. “Plymouth Rocked: Of Pilgrims, Puritans, and professors.” The New Yorker (April 24, 2006) at http://www.newyorker.com/archive/2006/04/24/060424crat_atlarge? .

Lerner, Gerda. Why History Matters. New York: Oxford University Press, 1997.

Létourneau, Jocelyn, and Christophe Caritey. “L’histoire du Québec racontée par les élèves de 4^e et 5^e secondaire: l’impact apparent du cours d’histoire nationale dans la structuration d’une mémoire historique collective chez les jeunes Québécois.” Revue d’histoire de l’Amérique française, 62, 1 (2008): 69-93.

Létourneau, Jocelyn. “Mémoire et récit de l’aventure historique du Québec chez les jeunes Québécois d’héritage canadien-français: Coup de sonde, amorce d’analyse des résultats, questionnements.” Canadian Historical Review, 85 (2004): 325-56.

Létourneau, Jocelyn. “Mythistoires de ‘losers’ : introduction au roman historial des Québécois d’héritage canadiens-français.” Histoire sociale/Social History 39, 77 (May 2006): 157-80.

Létourneau, Jocelyn. “Remembering Our Past: An Examination of the Historical Memory of Young Québécois.” In To the Past: History Education, Public Memory and Citizenship in Canada, ed. Ruth M. Sandwell, 70-88. Toronto: University of Toronto Press, 2006.

Létourneau, Jocelyn. A History for the Future. Rewriting Memory and Identity in Quebec. Montreal: McGill-Queen’s University Press, 2004.

Lévesque, Stéphane. “History and Social Studies in Quebec: An Historical Perspective.” In Challenges and Prospects in Canadian Social Studies, ed. Alan Sears and Ian Wright, 55-72. Vancouver: Pacific Educational Press, 2004.

Lévesque, Stéphane. “Teaching Second-Order Concepts in Canadian History: The Importance Of ‘Historical Significance’.” Canadian Social Studies 39, 2 (2005).

Levesque, Stéphane. Thinking Historically: Educating Students for the Twenty-First Century. Toronto: University of Toronto Press, 2008.

Levin, Mel A. “Analysis of Public Issues: An Interdisciplinary Focus for Canadian Studies.” Canadian Journal of History and Social Science, 5 (1969): 1-13.

Levstik Linda S., and Christine C. Pappas. “Exploring the Development of Historical Understanding.” Journal of Research and Development in Education 21, 1 (Fall 1987): 10-2.

Levstik, Linda S. “Articulating the Silences: Teachers’ and Adolescents’ Conceptions of Historical Significance.” In Knowing, Teaching, and Learning History: National and International Perspectives, ed. Peter Stearns, Peter Seixas, and Samuel S. Wineburg, 284-305. New York: New York University Press, 2000.

Levstik, Linda S., and Delia B. Smith. “ ‘I’ve Never Done This Before’: Building a Community of Inquiry in a Third-Grade Classroom.” In Advances in Research on Teaching, Vol. 6, ed. Jere Brophy, 85-114. Greenwich, CN: JAI Press, 1996.

Levstik, Linda S., and Keith C. Barton. “ ‘They Still Use Some of Their Past’: Historical Salience in Elementary Children’s Chronological Thinking.” Journal of Curriculum Studies 28, 5 (Sept. 1996): 531-76.

Levstik, Linda. S., and Keith C. Barton. Doing History: Investigating with Children in Elementary and Middle Schools, 2 ed. Mahwah, NJ: Lawrence Erlbaum, 2001.

Lewin, Kurt. “The research center for group dynamics at Massachusetts Institute of Technology,” Sociometry 8 (1945): 126-35.

Loewen, James. Lies My Teacher Told Me: Everything Your American History Textbooks Got Wrong. New York: Macmillan, 1995.

Love, J. “Curriculum Design in Canadian Studies.” Canadian Journal of History and Social Science, 10 (1974): 6-12.

Lowenthal, David et al. “History and Memory: Roundtable Responses to David Glassberg’s ‘Public History and Public Memory.’ ” The Public Historian, 19, 2 (Spring 1997): 31-72.

Lowenthal, David. Possessed by the Past: The Heritage Industry and the Spoils of History. New York: Free Press, 1996.

Lowenthal, David. The Past is a Foreign Country. New York: Cambridge University Press, 1985.

Lupul, Manoly R., ed. Ukrainian Canadians, Multiculturalism and Separatism: an Assessment. Edmonton, University of Alberta Press, 1978.

Lupul, Manoly, R. The Politics of Multiculturalism: A Ukrainian Memoir. Edmonton: Canadian Institute of Ukrainian Studies Press, 2005.

Lyon, Geoff. “Is It Time to Forget Remembrance?” Teaching History, 128 (2007): 44-51.

Macdonald, Sharon, and Paul Basu. Exhibition Experiments. Oxford: Blackwell, 2007.

Macdonald, Sharon, ed. A Companion to Museum Studies. London: Blackwell, 2006.

Macintyre, Stuart, and Anna Clark. The History Wars. Melbourne: Melbourne University Press 2004.

Mackellar, Fiona. “Editing Traces Of The Past To Support Historical Thinking.” MA thesis, Simon Fraser University, 2009.

MacLeod, Suzanne. “Making Museum Meanings: Training, Education, Research and Practice.” Museum Management and Curatorship 19, 1 (2001): 51-62.

MacLeod, Suzanne. Reshaping Museum Space: Architecture, Design, Exhibitions. London  New York: Routledge, 2005.

MacMillan, Margaret. The Uses and Abuses of History. Toronto: Viking, 2008.

Maheux, Arthur. Pourquoi sommes-nous divisés? Montreal: Beauchemin, 1943.

Manovich, Lev. The Language of New Media. Cambridge, MA: MIT Press, 2001.

Marker, G., and H. Mehlinger. “Social Studies.” In Handbook of Research on Curriculum, ed. P.W. Jackson, 830-51. New York: MacMillan, 1992.

Marsh, James. “The State of History.” Historica, 2007.

Martineau, Robert. “Du patriote au citoyen éclairé… L’histoire comme vecteur d’éducation à la citoyenneté.” In A propos de l’histoire nationale, ed. Robert Comeau and Bernard Dionne, 45-56. Sillery, QC: Septentrion, 1998.

Martineau, Robert. “La pensée historique: une alternative réflexive précieuse pour l’éducation à la citoyenneté.” In Pour une pensée réf lexive en education, ed. R. Pallascio and L. Lafortune: 281-309 . Ste Foy, QC: les Presses de l’Université de Québec, 2000.

Martineau, Robert. “Le Rapport Lacoursière : une relecture dix ans après.” Bulletin d’histoire politique 14, 3 (Spring 2006): 13-29.

Martineau, Robert. L’histoire à l’école: matière à penser … Montreal: L’Harmattan, 1998.

Mason, Rhiannon. Cultural Theory and Museum Studies. In A Companion to Museum Studies, ed. Sharon MacDonald, 17-32. Oxford: Blackwell, 2006

Mayrand, Yves. “The Role of the Exhibition Designer.” In The Manual of Museum Exhibition, ed. Barry Lord and Gail Lord, 405-21. Walnut Creek, CA: Altamira, 2002.

McAndrew, Marie. “Éducation interculturelle et éducation à la citoyenneté dans les nouveaux programmes québécois: une analyse critique.” In Quelle formation pour l’éducation à la citoyenneté?, ed. Fernand Ouellet, 27-48. Québec: Presses de l’Université Laval, 2004.

McCallum, M.B. “Embryo Citizenship.” The Western School Journal 14 (June 1919): 234-9.

McDiarmid, G. Williamson and Peter Vinten-Johansen. “A Catwalk Across the Great Divide: Redesigning the History Teaching Methods Course.” In Knowing, Teaching and Learning History: National and International Perspectives, ed. Peter N. Stearns, Peter Seixas, and Sam Wineburg, 156-77. New York: New York University Press, 2000.

McDiarmid, Garnet, and David Pratt. Teaching Prejudice: A Content Analysis of Social Studies Textbooks Authorized for Use in Ontario. Toronto: OISE, 1971.

McGregor, Georgia Leigh. “Architecture, Space and Gameplay in World of Warcraft and Battle for Middle Earth.” Proceedings of the 2006 International Conference on Game Research and Development.  Perth, Australia, 2006: 69-76.

McKay, Ian. “The Liberal Order Framework: A Prospectus for a Reconnaissance of Canadian History,” Canadian Historical Review 81, 4 (December 2000): 617-45.

McKillop, A.B. “Historiography in English,” in The Canadian Encyclopedia http://www.thecanadianencyclopedia.com.

McKillop, A.B. “Who Killed Canadian History? A View from the Trenches,” Canadian Historical Review 80, 2 (June 1999): 269-99.

McLaren, Peter, and Rodolfo Torres. “Racism and Multicultural Education: Rethinking ‘Race’ and ‘Whiteness’ in Late Capitalism.” In Critical Multiculturalism: Rethinking Multicultural and Antiracist Education, ed. Stephen May, 42-76. London: Falmer Press, 1999.

McLaughlin, T. H. “Citizenship Education in England: The Crick Report and Beyond.” Journal of Philosophy of Education, 34, 4 (2000): 541-70.

Metcalf, Lawrence, ed. Values Education: Rationale, Strategies and Procedures. Washington, DC: National Council for the Social Studies, 1971.

Meyer, John, B. Burnham and J. Cholvat ed. Values Education: Theory/Practice/Problems/Prospects. Waterloo, ON: Wilfrid Laurier University Press, 1975.

Ministry of Education. The Ontario Curriculum: Social Studies, Grades 1 to 6, History and Geography, Grades 7 and 8, rev. Toronto: Ministry of Education, 2004.

Mink, Louis. “The Autonomy of Historical Understanding.” History and Theory 5, 1 (1996): 24-7.

Moisan, Sabrina. “Éduquer à la citoyenneté dans un contexte d’altérité. Le cas de trois enseignants d’histoire.” In Histoire, musées et éducation à la citoyenneté, ed. Jean-François Cardin, Anik Meunier, and Marc-André Éthier, 21-38. Montréal: Multimondes, 2009.

Moisan, Sabrina. Mémoire historique de l'aventure québécoise chez les jeunes franco-québécois d'héritage canadien-français: coup de sonde et analyse des résultats. Mémoire de maîtrise en histoire, Québec: Université Laval, 2002.

Moody, Barry M. “A View from the Front Steps: Esther Clark Wright and the Making of a Maritime Historian.” In Creating Historical Memory, ed. Boutilier and Prentice, 233-53. Vancouver: UBC Press, 1997.

Moreau, Daniel. “Les réformes de l’enseignement de l’histoire nationale, du rapport Parent au rapport Lacoursière.” Bulletin d’histoire politique, 14 (2006): 31-52.

Morntz, Toby. “Plunder or Harmony? On Merging European and Native Views of Early Contact.” in Canada and Europe in Decentring the Renaissance: Multidisciplinary Perspective, ed. Germain Warkentin and Carol Podruchny, 48-67. Toronto: University of Toronto Press, 2001.

Morton, Desmond. “Is National History Possible?” Canadian Issues/Thèmes canadiens (October 2003): 54-6.

Morton, Desmond. Understanding Canadian Defence. Toronto: Penguin Canada, 2003.

Mumtaz, Shazia. “Children’s Enjoyment and Perception of Computer Use in the Home and the School.” Computers and Education 36 (2001): 347-62.

Murray, Janet. Hamlet on the Holodeck: The Future of Narrative in Cyberspace. New York, Simon and Schuster/Free Press, 1997.

Nagel, Joane. “Constructing Ethnicity: Creating and Recreating Ethnic Identity and Culture.” Social Problems 41, 1 (1994): 152-76.

Nakou, Irene. “Museum and History Education in our Contemporary Context.” International Journal of Historical Learning, Teaching and Research 3, 2 (2003): 83-93.

Nash, Gary B., Charlotte Crabtree, and Ron Dunn. History on Trial: Culture Wars and the Teaching of the Past. New York: Knopf, 1997.

National Council of Education. Observations on the Teaching of History and Civics in Primary and Secondary of Canada. Winnipeg: National Council of Education, 1923.

National Research Council. How People Learn: Brain, Mind, Experience and School. Ed. J.D. Bransford, A.I. Brown, A.L. Cocking, and R.R. Cocking. Washington, DC: National Academy Press, 2000.

National Research Council. How Students Learn: History, Mathematics and Science in the Classroom.  Committee on How People Learn, a Targeted Report for Teachers. Ed. M.S. Donovan and J.D. Bransford. Washington, DC: National Academies Press, 2005.

National Research Council. Knowing What Students Know: The Science and Design of Educational Assessment. Ed. J. Pelligrino, N. Chudowsky and R. Glaser. Washington, DC: National Academy Press, 2001.

Neatby, Hilda. “Education for Democracy.” Dalhousie Review, 24 (1944): 43-50.

Nepveu, Danielle. Les représentations religieuses au Québec dans les manuels scolaires de niveau élémentaire 1950-1960. Québec: Institut québécois de recherché sur la culture, 1982.

Newmann, Fred M. Clarifying Public Controversy: An Approach to Teaching Social Studies. Boston: Little Brown, 1970.

Nicholls, Jason, and Stuart Foster. “Interpreting the Past, Serving the Present: US and English Textbook Portrayals of the Soviet Union During the Second World War.” In Understanding History: Recent Research in History Education, ed. Rosalyn Ashby, Peter Gordon and Peter Lee, International Review of History Education 4. London and New York: RoutledgeFalmer, 2005: 173-87.

Nora, Pierre. “Between Memory and History: Les Lieux de Mémoire.” Représentations 26 (Spring 1989): 7-25.

Nora, Pierre. “Les lieux de mémoire.” Representations 26 (1989): 7-25.

Nora, Pierre. Realms of Memory: The Construction of the French Past. Trans. Arthur Goldhammer. New York: Columbia University Press, 1996.

Oakeshott, Michael. Experience and Its Modes. Cambridge, UK: Cambridge University Press, 1933.

Oakeshott, Michael. Rationalism in Politics, and Other Essays. London: Methuen, 1962.

Ofsted. The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2006/07. London: Ofsted, 2007.

Oldfield, Adrian. “Moral Judgments in History.” History and Theory 20, 3 (1981): 260-77.

Oliver, Donald W., and James P. Shaver. Teaching Public Issues in the High School. Boston: Houghton Mifflin, 1966.

Ontario Ministry of Education. Canadian and World Studies, Grades 11 and 12. Toronto: Queen’s Printer, 2000.

Osborne, Ken. “ ‘Our History Syllabus Has Us Gasping’: History in Canadian Schools - Past, Present and Future.” Canadian Historical Review 81, 3 (2000): 404-35.

Osborne, Ken. “ ‘To the Schools We Must Look for the Good Canadian’: Developments in the Teaching of History since 1960.” Journal of Canadian Studies, 23 (1987): 104-26.

Osborne, Ken. “Canadian Historians and National History: A 1950 Survey.” Canadian Social Studies, 36 (2002).

Osborne, Ken. “Democracy, Democratic Citizenship, and Education.” In The Erosion of Demoracy in Education, ed. John P. Portelli and Patrick R. Solomon, 29-61. Calgary: Destelig, 2001.

Osborne, Ken. “Fred Morrow Fling and the Source-Method of Teaching History.” Theory and Research in Social Education 31, 4 (2003): 466-501.

Osborne, Ken. “History and Social Studies: Partners or Rivals?” In Challenges and Prospects for Canadian Social Studies, ed. Alan Sears and Ian Wright, 73-89. Vancouver: Pacific Educational Press, 2004.

Osborne, Ken. “Public Schooling and Citizenship Education in Canada.” In Educating Citizens for a Pluralistic Society, ed. Rosa Bruno-Jofré and Natalia Aponiuk, 11-48. Calgary: Canadian Ethnic Studies, 2001.

Osborne, Ken. “Some Psychological Concerns for the Teaching of History.” The History and Social Science Teacher, 11 (1975): 15-25.

Osborne, Ken. “Teaching History in the Schools: A Canadian Debate.” Journal of Curriculum Studies 35, 5 (2003): 585-626.

Osborne, Ken. “The Senate Textbook Debate of 1944.” Canadian Social Studies, 37 (2002).

Osborne, Ken. “The State of History in Canadian Schools,” paper presented at Heritage, History, and Historical Consciousness: A Symposium on Public Uses of the Past, University of New Brunswick, Fredericton, 21-22 October 2003.

Osborne, Ken. “To the Past: Why We Need to Teach and Study History.” In To the Past: History Education, Public Memory and Citizenship in Canada, ed. Ruth Sandwell, 103-31. Toronto: University of Toronto, 2006.

Osborne, Ken. Canadian History in the Schools. Toronto: Historica Foundation, 2004.

Osborne, Ken. In Defence of History: Teaching the Past and the Meaning of Democratic Citizenship. Toronto: Lorimer/Our Schools Ourselves, 1995.

Owings Swan, Kathleen, Mark Hofer, and David Locascio. “The Historical Scene Investigation (HSI) Project: Examining the Use of Case Based Historical Instruction in the Fifth Grade Social Studies Classroom.” International Journal of Social Education 22, 2 (Fall 2007/Winter 2008): 70-100.

Pace, David. “The Amateur in the Operating Room: History and the Scholarship of Teaching and Learning.” American Historical Review 109, 4 (October 2004): 1171-91.

Palmer, Bryan. Descent into Discourse: The Reification of Language and the Writing of Social History. Philadelphia: Temple University Press, 1990.

Paris, Scott G. Perspectives on Object-centered Learning in Museums. London: Lawrence Erlbaum Associates, 2002.

Partington, Geoffrey. The Idea of an Historical Education. Windsor: NFER Publishing, 1980.

Pearce, Celia. “Towards a Game Theory of Game.” In First Person: New Media as Story, Performance and Game, ed. N. Wardrip-Fruin and P. Harrigan, pp. 143-135. Cambridge, MA: MIT Press, 2004.

Peck, Carla, Alan Sears, and Shanell Donaldson. “Unreached and Unreachable? Curriculum Standards and Children’s Understanding of Ethnic Diversity in Canada.” Curriculum Inquiry 38, 1 (2008), 63-92.

Peck, Carla, and Alan Sears. “Uncharted Territory: Mapping Students’ Conceptions of Ethnic Diversity.” Canadian Ethnic Studies, 37, 1 (2005): 101-20.

Peck, Carla, and Peter Seixas. “Benchmarks of Historical Thinking: First Steps.” Canadian Journal of Education 31, 4 (2008).

Peck, Carla. “Multi-Ethnic High School Students’ Conceptions of Historical Significance: Implications for Canadian History Education.” Unpublished PhD dissertation, University of British Columbia, 2009.

Peel, Edwin A. “Some Problems in the Psychology of History Teaching.” In Studies in the Nature and Teaching of History, ed. William H. Burston and D. Thompson, 159-90. London: Methuen, 1967.

Peel, Edwin A. The Nature of Adolescent Judgment. London: Staples, 1970.

Perkins, David. Smart Schools. New York: The Free Press, 1992.

Phillips, Robert. “Historical Significance – The Forgotten ‘Key Concept’.” Teaching History 106 (2002): 14-9.

Piché, Lucie, and Marc Vallières. Avis sur le projet de réforme du programme Histoire et éducation à la citoyenneté du deuxième cycle du secondaire. Montreal, Institut d’histoire de l’Amérique française 2006.

Pierce, Lorne. New History for Old. Toronto: Ryerson, 1931.

Pollock, Grisella, and Joyce Zemans. Museums after Modernism: Strategies of Engagement. Oxford, UK: Blackwell, 2007.

Porat, Dan. “A Contemporary Past: History Textbooks as Sites of National Memory.” In Raising Standards in History Education, ed. Alaric Dickinson, Peter Gordon, and Peter Lee, International Review of History Education 3. London: Woburn Press, 2001: 36-55.

Portal, Christopher. “Empathy as an Objective for History Teaching.” In The History Curriculum for Teachers, ed. Christopher Portal, 89-99. London: The Falmer Press, 1987.

Porter, Gaby. “Seeing Through Solidity: A Feminist Perspective on Museums.” In Theorizing Museums, ed. Sharon Macdonald and Gordon Fyfe, 105-26. Oxford: Blackwell, 2004.

Posner, George, Kenneth Strike, Peter Hewson, and William Gertzog. “Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change.” Science Education, 66 (1982): 211-27.

Prensky, Marc. “Digital Natives, Digital Immigrants.” On the Horizon 9, 5 (2001): 1-6.

Prensky, Marc. Don’t Bother Me Mom—I’m Learning! St. Paul: Paragon House, 2006.

Prentice, Alison. “Workers, Professionals, Pilgrims: Tracing Canadian Women Teachers’ Histories.” In Telling Women’s Lives: Narrative Inquiries in the History of Women’s Education, ed. Kathleen Weiler and Sue Middleton, 25-42. Buckingham-Philadelphia: Open University Press, 1999.

Prentice, Alison. The School Promoters: Education and Social Class in Mid-Nineteenth Century Upper Canada. Toronto: University of Toronto Press, 1977.

Programme de formation de l’école québécoise (2006) : enseignement secondaire, deuxième cycle, Quebec City, Ministry of Education.

Province of New Brunswick Education. When Kids Come First. Fredericton: Government of New Brunswick, 2007.

Pryor, Edward T., Gustave J. Goldmann, Michael J. Sheridan, and Pamela M. White. “Measuring Ethnicity: Is ‘Canadian’ an Evolving Indigenous Category?” Ethnic and Racial Studies 15, 2 (1992): 214-35.

Qualifications and Curriculum Authority. Citizenship: Program of Study for Key Stage 3 and Attainment Target. London: Qualifications and Curriculum Authority, 2007.

Quebec Ministry of Education. Learning from the Past: Report of the Task Force on the Teaching of History. Quebec: Ministry of Education, 1996.

Quirion, Steve. La ligne du temps interactive: un outil pour la représentation et l’analyse des événements et des processus historiques en enseignement de l’histoire. Mémoire de maîtrise en histoire, Sherbrooke: Université de Sherbrooke, 2008.

Rapport Bouchard-Taylor [Commission de consultation sur les pratiques d’accommodement reliées aux différentes culturelles] (2008), Fonder l’avenir. Le temps de la conciliation, Quebec.

Rattansi, Ali. “Racism, Postmodernism and Reflexive Multiculturalism.” In Critical Multiculturalism: Rethinking Multicultural and Antiracist Education, ed. Stephen May, 77-112. London: Falmer Press, 1999.

Ravitch Diane and Chester Finn. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper and Row, 1987.

Ravitch, Diane. The Schools We Deserve: Reflections on the Educational Crises of Our Times. New York: Basic Books, 1985.

Ravitch, Diane. The Troubled Crusade: American Education 1945-1980. New York: Basic Books, 1983.

Reed, Liz. Bigger Than Gallipoli: War, History and Memory in Australia. Crawley, Western Australia: University of Western Australia Press, 2004.

Reeve, George J. Canada: Its History and Progress. Toronto: Oxford University Press, 1926.

Report of the Royal Commission of Inquiry on Education in the Province of Quebec, Vol. 3, part 2B: The Programmes of Study and the Educational Services. Quebec: Government of Quebec, 1965.

Report of the Royal Commission on Bilingualism and Biculturalism, Vol. 2. Ottawa: Queen’s Printer, 1968.

Reuben, Julie. “Beyond Politics: Community Civics and the Redefinition of Citizenship in the Progressive Era,” History of Education Quarterly, 37 (1997): 399-420.

Richardson, George H. The Death of the Good Canadian: Teachers, National Identities, and the Social Studies Curriculum. New York: P. Lang, 2002.

Rider, Peter. E. “Presenting the Public’s History to the Public: The Case of the Canadian Museum of Civilization.” In Studies in History and Museums, ed. Peter E. Rider, 77-102. Hull, QC: The Canadian Museum of Civilization, 1994.

Robert, Lisa. C. From Knowledge to Narrative: Education in the Changing Museum. Washington, DC: Smithsonian Institute, 1997.

Roberts, Donald F., Ulla G. Foeher, and Victoria Rideout. Generation M: Media in the Lives of 8-18 Year Olds. Kaiser Family Foundation, 2005.

Robinson, James Harvey. The New History. New York: Macmillan, 1912.

Rosenzweig, Roy, and David Thelen. Presence of the Past: Popular Uses of History in American Life. New York: Columbia University, 1998.

Rouillard, Jacques. “Le nouveau programme d’histoire a largué le ‘nous’ au profit du ‘je’.” Bulletin d’histoire politique 15, 2 (Winter 2007): 85-8.

Roussos, Maria, Andrew Johnson, Thomas Moher, Jason Leigh, Christina Vasilakis, and Craig Barnes. “Learning and Building Together in an Immersive Virtual World.”  In Presence 8 (1999): 247-63.

Royal Commission on Aboriginal Peoples. Part One: The Relationship in Historical Perspective (1996).

Rudin, Ronald. Making History in Twentieth Century Quebec. Toronto: University of Toronto Press, 1997.

Runia, Eelco. “Presence.” History and Theory 45, 1 (2006): 1-29.

Rüsen, Jörn, ed. Western Historical Thinking: An Intercultural Debate. New York: Bergahn Books, 2002.

Rüsen, Jörn. “Historical Consciousness: Narrative Structure, Moral Function, and Ontogenetic Development.” In Theorizing Consciousness, ed. Peter Seixas, 63-85. Toronto, ON: University of Toronto Press, 2004.

Rüsen, Jörn. “The Development of Narrative Competence in Historical Learning—an Ontogenetic Hypothesis concerning Moral Consciousness,” History and Memory: Studies in Representation of the Past 1 (1989): 47.

Rüsen, Jörn. History: Narration, Interpretation, Orientation. New York: Berghahn Books, 2005.

Rüsen, Jörn. Studies in Metahistory. Pretoria, South Africa: Human Sciences Research Council, 1993.

Rymaszewski, Michael, James Wagner, Cory Ondrejka, Richard Platel, Sara Van Gorden, Jeannette Cézanne, Paul Cézanne, Benjamin Batstone-Cunningham, Aleks Krotoski, Celebrity Trollop, and Jim Rossignol. Second Life: The Official Guide. Hoboken, NJ: John Wiley and Sons, 2007.

Sage, Walter N. “The Teaching of History in the Elementary Schools of Canada.” Canadian Historical Association Annual Report 1930: 55-63

Sandell, Richard. Museums, Prejudice and the Difference. London and New York: Routledge, 2006.

Sandwell, Ruth, ed. To the Past: History Education, Public Memory and Citizenship in Canada. Toronto: University of Toronto Press, 2006.

Sandwell, Ruth. “Introduction: History Education, Public Memory, and Citizenship in Canada.” In To the Past: History Education, Public Memory, and Citizenship in Canada, ed. R. W. Sandwell, 3-10. Toronto: University of Toronto Press, 2006.

Sandwell, Ruth. “Reading Beyond Bias: Teaching Historical Practice to Secondary School Students.” McGill Journal of Education, 38, 1 (Winter 2003): 168-86.

Sandwell, Ruth. “School History vs. the Historians.” International Journal of Social Education, 30, 1 (Spring 2005): 9-17.

Sandwell, Ruth. “The Great Unsolved Mysteries of Canadian History: Using a Web-based Archive to Teach History.” Special Issue, New Approaches to Teaching History, Canadian Social Studies: Canada’s National Social Studies Journal 39, 2 (Winter 2005).

Sandwell, Ruth. “The Internal Divide: Historians and their Teaching.” In Bridging Theory and Practice In Teacher Education, Mordechai Gordon, O’Brien, and Thomas V., 17-30.  Sense Publishers, The Netherlands, 2007.

Sandwell, Ruth. “The Limits of Liberalism: The Liberal Reconnaissance and the History of the Family in Canada.” Canadian Historical Review 83, 3 (September 2003): 423-50.

Sandwell, Ruth. "Creating a Model Curriculum for Canadian History," 2007.

Saskatchewan Human Rights Commission, Prejudice in Social Studies Textbooks: a Content Analysis of Social Studies Textbooks used in Saskatchewan Schools. Saskatoon: Saskatchewan Human rights Commission, 1974.

Savard, Pierre. “Historiography in French.” In The Canadian Encyclopedia.

Saxe, David W. Social Studies in Schools; A History of the Early Years. Albany, NY: State University of New York Press, 1991.

Scaife, Mike, and Yvonne Rogers. “Informing the design of a virtual environment to support learning in children.”  International Journal of Human-Computer Studies 55 (2001): 115-43.

Schön, Donald. Beyond the Stable State. New York: Norton, 1971.

Schroeder, Ralph. “Defining Virtual Worlds and Virtual Environments.” Journal of Virtual Worlds Research, 1, 1 (2008).

Schroeder, Ralph. Possible Worlds: The Social Dynamic of Virtual Reality Technologies. Boulder, CO: Westview Press, 1996.

Schutz, Alfred. The Phenomenology of the Social World. Trans. G. Walsh and F. Lehnert. Evanston, IL: Northwestern University Press, 1967.

Scriven , Michael. “The Structure of the Social Studies.” In The Structure of Knowledge and the Curriculum, ed. G.W Ford and Lawrence Pugno, 87-105. Chicago: Rand McNally, 1964.

Sears, Alan M., and Andrew S. Hughes. “Citizenship Education and Current Educational Reform.” Canadian Journal of Education 21, 2 (1996): 123-42.

Sears, Alan M., and Andrew S. Hughes. “Citizenship: Education or Indoctrination?” Citizenship Teaching and Learning 2, 1 (2006): 3-17.

Sears, Alan M., and Andrew S. Hughes. “The Struggle for Citizenship Education in Canada: The Centre Cannot Hold.” In The Sage Handbook of Education for Citizenship and Democracy, ed. J. Arthur, I. Davies, and C. Hahn, 124-38. London: Sage, 2008.

Sears, Alan M., and Jim Parsons. “Towards Critical Thinking as an Ethic.” Theory and Research in Social Education 19, 1 (1991): 45-68.

Sears, Alan M., Gerry M. Clarke, and Andrew S. Hughes. “Canadian Citizenship Education: The Pluralist Ideal and Citizenship Education for a Post-Modern State.” In Civic Education Across Countries: Twenty-four National Case Studies From the IEA Civic Education Project, ed. Judith Torney-Purta, John Schwille, and Jo-Ann Amadeo, 113. Amsterdam: IEA, 1999.

Sears, Alan M., Ian Davies, and Alan Reid. “From Britishness to Nothingness and Back Again.” Britishness, the View from Abroad. Huddersfield, UK: University of Huddresfield, 2008.

Seefeldt, Carol. “History for Young Children.” Theory and Research in Social Education 21, 2 (Spring 1993): 145-6.

Segall, Avner. “Critical History: Implications for History/Social Studies Education,” Theory and Research in Social Education 27, 3 (1999): 358-74.

Segall, Avner. “What’s the Purpose of Teaching a Discipline, Anyway? The Case of History.” In Social Studies-The Next Generation, ed. Avner Segall, Elizabeth Heilman, and Cleo Cherryholmes, 125-39. New York: Peter Lang Publishing, 2006. 

Seixas, Peter, and Carla Peck. “Teaching Historical Thinking.” In Challenges and Prospects for Canadian Social Studies, ed. Alan Sears and Ian Wright, 109-117. Vancouver: Pacific Educational Press, 2004.

Seixas, Peter, and Penney Clark. "Murals as Monuments: Students' Ideas About Origins of Civilization in British Columbia," American Journal of Education 110, 2 (2004): 146-71.

Seixas, Peter, ed. Theorizing Historical Consciousness. Toronto: University of Toronto Press, 2004.

Seixas, Peter. “Benchmarks of Historical Thinking: A Framework for Assessment in Canada.” Manitoba Social Science Teachers Association Bulletin 33, 3 (February 2007): 6-10.

Seixas, Peter. “Beyond Content and Pedagogy: In Search of a Way to Talk About History Education.” Journal of Curriculum Studies 31, 3 (1999): 317-37.

Seixas, Peter. “Conceptualizing the Growth of Historical Understanding.” In Handbook of Education and Human Development: New Models of Learning, Teaching, and Schooling, D. R. Olson and N. Torrance, 765-83. Oxford: Blackwell, 1996.

Seixas, Peter. “Confronting the Moral Frames of Popular Film: Young People Respond to Historical Revisionism.” American Journal of Education 102, 3 (1994): 261-85.

Seixas, Peter. “Historical Understanding among Adolescents in a Multicultural Setting.” Curriculum Inquiry 23, 3 (1993): 301-25.

Seixas, Peter. “Mapping the Terrain of Historical Significance.” Social Education 61, 1 (1997): 22-7.

Seixas, Peter. “Schweigen! Die Kinder! Or, Does Postmodern History Have a Place in the Schools?” In Knowing Teaching and Learning History: National and International Perspectives, ed. Peter Stearns, Peters Seixas and Sam Wineburg, 19-37. New York: New York University Press, 2000.

Seixas, Peter. “Student Teachers Thinking Historically.” Theory and Research in Social Education, 26, 3 (1998): 310-41.

Seixas, Peter. “The Community of Inquiry as a Basis for Knowledge and Learning: The Case of History.” American Educational Research Journal 30, 2 (Summer 1993): 305-24.

Seixas, Peter. “The Place of History within Social Studies.” In Trends and Issues in Canadian Social Studies, ed. Ian Wright and Alan Sears, 116-129.  Vancouver: Pacific Educational Press, 1997.

Seixas, Peter. “The Purposes of Teaching Canadian History.” Canadian Social Studies 36, 2 (2002).

Seixas, Peter. “What is Historical Consciousness?” In To the Past: History Education, Public Memory, and Citizenship in Canada, ed. R. W. Sandwell, 11-22. Toronto: University of Toronto Press, 2006.

Sewall, G.T. “The Diminished Past: Conditions and Ideals in the Social Studies.” In Against Mediocrity: The Humanities in America’s High Schools, ed. C. Finn, D. Ravitch and R. Fancher, 115-132. New York: Holmes and Meier, 1984.

Seymour, Michel. “L’impossible neutralité face à l’histoire. Remarques sur les documents de travail du MEQ ‘Histoire et éducation à la citoyenneté’ (Secondaire III et secondaire IV).” Bulletin d’histoire politique 15, 2 (Winter 2007): 19-38.

Sheehan, Bernard. “Problems of Moral Judgments in History.” South Atlantic Quarterly 84, 1 (1985): 37-50.

Shemilt, Denis. “The Caliph’s Coin.” In Knowing, Teaching and Learning History: National and International Perspectives, ed. Peter Stearns, Peter Seixas, and Sam Wineburg, 83-101. New York: New York University Press, 2000.

Shemilt, Dennis. Evaluation Study: Schools Council History 13-16 Project. Edinburgh, UK: Holmes McDougall, 1980.

Shields, Patricia, and Douglas Ramsay. “Social Studies Across English Canada.” In Challenges and Prospects for Canadian Social Studies, ed. Alan Sears and Ian Wright, 38-54. Vancouver: Pacific Educational Press, 2004.

Shulman, Lee. “Autonomy and Obligations: the Remote Control of Teaching.” In Handbook of Teaching and Policy, ed. L. Shulman and G. Sykes, 484-504. New York: Longman, 1983.

Simon, Roy, Clermont Gauthier, and Maurice Tardif. Évolution des programmes d’histoire de 1861 à nos jours. Université Laval: les cahiers de recherché en administration et politiques scolaires, 1992.

Simon, Sidney B. Beginning Values Clarification: A Guidebook for the Use of Values Clarification in the Classroom. San Diego: Pennant Press, 1975.

Simon, Sidney B., L. B. Howe, and H. Kirschenbaum. Values Clarification: A Handbook of Practical Strategies for Teachers and Students. New York: Hart, 1972.

Singleton, H. Wells. “Problems of Democracy: The Revisionist Plan for Social Studies Education.” Theory and Research in Social Education 8 (1980): 89-104.

Skelton, Isabel. The Backwoodswoman: A Chronicle of Pioneer Home Life in Upper and Lower Canada. Toronto: Ryerson, 1924.

Smith, David G. “The Specific Challenges of Globalization for Teaching and Vice Versa.” Alberta Journal of Educational Research 46, 1 (2000): 7-25.

Sodonis, Mary-Anne. Discourse and Politics of Canadian History Curriculum Documents used in Ontario Secondary Schools, 1945-2004. Ed. D. Thesis, University of Toronto/OISE, 2005.

Southgate, Beverly. “ ‘A Pair of White Gloves’: Historians and Ethics.” Rethinking History 10, 1 (2006): 49-61.

Spicer, Keith. “Canada: Values in Search of a Vision.” In Identities in North America: The Search for Community, ed. R. L. Earle and J.D. Wirth, 13-28. Stanford, CA: Stanford University Press, 1995.

Squire, Kurt. “Replaying History: Learning World History through Playing Civilization III.” Unpublished doctoral dissertation, School of Education, Indiana University, 2004.

Staley, David J.  History and Future: Using Historical Thinking to Imagine the Future. Lanham, MD: Lexington Books, 2007.

Staley, David J. “A History of the Future.” History and Theory, Theme Issue 41 (2002), 72-89.

Stamp, Robert M. The Schools of Ontario 1876-1976. Toronto: University of Toronto Press, 1982.

Stanley, Timothy. “The Struggle for History: Historical Narrative and Anti-racist Pedagogy.” Discourse: Studies in the Cultural Politics of Education 19, 1 (1998): 41-51.

Stanley, Timothy. “Why I Killed Canadian History: Towards an Anti-racist History in Canada.” Histoire sociale/Social History, 33, 65: 79-103.

Statistic Canada. “Ethnic Diversity Survey Questionnaire.” Housing Family and Social Statistics Division.

Statistics Canada. “Canada’s Ethnocultural Mosaic, 2006 Census: National Picture.”

Stearns, Peter, Peter Seixas, and Sam Wineburg, ed. Knowing, Teaching and Learning History: National and International Perspectives. New York: New York University Press, 2000.

Stevenson, John. “The Long-Term Impact of Interactive Exhibits.” International Journal of Science Education 13, 5 (1991): 521-53.

Stille, Alexander. “The Betrayal of History.” New York Review of Books 45 (June 11, 1998): 15-20.

Strong-Boag, Veronica. “Experts on Our Own Lives: Commemorating Canada at the Beginning of the 21^st Century.” The Public Historian 31, 1 (February 2009): 46-68.

Sullivan, Edward V., and Clive Beck. “Moral Education in a Canadian Setting” In Moral Education… It Comes with the Territory, ed. D. Purpel and K. Ryan, 221-34. Berkeley: McCutchan, 1976.

Superka, Donald. Approaches to Values Education. Boulder: Social Science Education Consortium Newsletter, 20 (November 1974).

Swayze, J.F. “The New History.” Canadian Journal of History 2 (1966-67): 30-3.

Taylor, M. Brook. Promoters, Patriots, and Partisans: Historiography in Nineteenth-Century English Canada. Toronto: University of Toronto Press, 1989.

Thériault, Joseph Yvon. Critique de l’américanité : Mémoire et démocratie au Québec. Montreal: Québec-Amérique, 2002.

Thompson, M.R., J.D. Maxwell, and P.M. Dew. “Interactive Virtual Prototyping.” Eurographics UK 16th Annual Conference. Eurographics (1999): 107-20.

Torney-Purta, Judith, and Susan Vermeer. Developing Citizenship Competencies from Kindergarten through Grade 12: A Background Paper for Policy Makers and Educators.  Denver: Education Commission of the States, 2004.

Tran, Kelly, Stan Kustec, and Tina Chui. “Becoming Canadian: Intent, Process and Outcome.” Canadian Social Trends (2005): 8-23.

Trevelyan, G. M. “Autobiography of an Historian.” Chapter in An Autobiography and Other Essays. London: Longmans, Green, 1949.

Trudel, Marcel. Mémoires d’un autre siècle. Montreal: Boréal Express, 1987.

Tyack, David B., and Larry Cuban. Tinkering Toward Utopia: A Century of Public School Reform. Cambridge, MA: Harvard University Press, 1995.

Tyson, Cynthia A. “Research, Race, and Social Education.” In Research Methods in Social Studies Education: Contemporary Issues and Perspectives, ed. Keith C. Barton, 39-56. Greenwich, CT: Information Age Publishing, 2006.

Valls, Rafael. “The Spanish Civil War and the Franco Dictatorship: The Challenges of Representing a Conflictive Past in Secondary Schools.” In Teaching the Violent Past: Reconciliation and History Education, ed. Elizabeth A. Cole, 155-74. Lanham, Maryland: Rowman & Littlefield, 2007.

Van Eck, Richard. “Digital Game-Based Learning: It’s Not Just the Digital Natives Who Are Restless....” EDUCAUSE Review 41, 2 (2006): 16-30.

Vance, Jonathan. Death So Noble: Memory, Meaning and the First World War. Vancouver, BC: University of British Columbia Press, 1997.

VanSledright, Bruce A., and Peter Afflerbach. “Assessing the Status of Historical Sources: An Exploratory Study of Eight US Elementary Students Reading Documents.” In Understanding History: Recent Research in History Education, Vol. 4, International Review of History Education, ed. Rosalyn Ashby, Peter Gordon, and Peter Lee, 1-20. London: Routledge Falmer, 2005.

VanSledright, Bruce, and Christine Kelly. “Reading American History: The Influence of Multiple Sources on Six Fifth Graders.” The Elementary School Journal 98, 3 (January 1998): 239-65.

VanSledright, Bruce, and Jere Brophy. “Storytelling, Imagination, and Fanciful Elaboration in Children’s Historical Reconstructions.” American Educational Research Journal 29, 4 (Winter 1992): 851-2.

VanSledright, Bruce, and Lisa Frankes. “Concept- and Strategic-Knowledge Development in Historical Study: A Comparative Exploration in Two Fourth-Grade Classrooms.” Cognition and Instruction 18, 2 (2000): 239-83.

VanSledright, Bruce, Timothy Kelly, and Kevin Meuwissen. “Oh, the Trouble We’ve Seen: Researching Historical Thinking and Understanding.” In Research Methods in Social Studies Education: Contemporary Issues and Perspectives, ed. Keith C. Barton, 207-33. Greenwich, CT: Information Age Publishing, 2006.

VanSledright, Bruce. “Confronting History’s Interpretive Paradox While Teaching Fifth Graders to Investigate the Past.” American Educational Research Journal 103, 2 (Winter 2002): 1089-115.

VanSledright, Bruce. “Fifth Graders Investigating History in the Classroom: Results from a Researcher-Practitioner Design Experiment.” The Elementary School Journal 103, 2 (November 2002): 131-60.

VanSledright, Bruce. “From Empathic Regard to Self-Understanding: Im/Positionality, Empathy, and Historical Contextualization.” In Historical Empathy and Perspective Taking in the Social Studies, ed. O.L. Davis, Elizabeth Yeager, and Stuart Foster, 51-68. Lanham, MD: Rowman & Littlefield, 2001.

VanSledright, Bruce. “What Does it Mean to Read History? Fertile Ground for Cross-Disciplinary Collaborations?” Reading Research Quarterly 39, 3 (July/August/September 2004): 342-6.

VanSledright, Bruce. “What Does It Mean to Think Historically… and How Do You Teach It?” Social Education 68, 3 (2004), 230-3.

VanSledright, Bruce. In Search of America’s Past: Learning to Read History in Elementary School. New York: Teachers College Press, 2002.

Vaugeois, Denis, and Jacques Lacoursière. Canada-Québec: synthèse historique. Montreal: Editions du renouveau pédagogique, 1970.

Vincent, Sylvie, Bernard Arcand. L’image de l’Amérindien dans les manuels scolaires du Québec. Montreal: Hurtubise, 1979.

Virvou, Maria, George Katsionis, and Konstantinos Manos. “Combining Software Games with Education: Evaluation of its Educational Effectiveness.”  Educational Technology and Society 8 (2005): 54-65.

Vogt, Erich H. “The Special Joy of Teaching First Year Physics” American Journal of Physics 75 (2007): 581-2.

von Heyking, Amy. Creating Citizens: History and Identity in Alberta’s Schools, 1905 to 1980. Calgary: University of Calgary Press, 2006.

von Heyking, Amy. “Selling Progressive Education to Albertans.” Historical Studies in Education, 1/2 (1998): 67-84.

Vromen, Ariadne. “ ‘People Try to Put Us Down…’: Participatory Citizenship of ‘Generation X.” Australian Journal of Political Science 38, 1 (2003): 79-99.

Walsh, David, Douglas Gentile, Jeremy Gieske, Monica Walsh, and Emily Chasco. Ninth Annual MediWise Video Game Report Card, 2004.

Walsh, William. An Introduction to Philosophy of History. London: Hutchinson’s University Library, 1961.

Weil, Stephen E. Making Museums Matter. Washington, DC: Smithsonian Institution Press, 2002.

Wells, H.G. Phoenix: A Summary of the Inescapable Conditions of World Reorganisation. London: Secker & Warburg, 1942.

Wells, H.G. Travels of a Republican Radical in Search of Hot Water. Harmondsworth, UK: Penguin, 1939.

Welzer, Harald, ed. Das soziale Gedächtnis: Geschichte, Erinnerung, Tradierung. Hamburg: Hamburger Edition, 2001.

Wenger, Etienne. Communities of Practice. Cambridge, UK: Cambridge University, 1998.

Westheimer, Joel, and Joseph Kahne. “What Kind of Citizen? The Politics of Educating for Democracy.” American Educational Research Journal, 41, 2 (2004): 237-69.

Wheeler, Winona. “Reflections on the Social Relations of Indigenous History.” In Walking a Tightrope: Aboriginal Peoples and Their Representations, ed. Ute Lischke and David T. McNab, 189-213. Waterloo, ON: Wilfrid Laurier University Press, 2005.

Wiggins, Grant, and Jay McTighe. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2005.

Wilschut, Arie. “History Teaching at the Mercy of Politicians and Ideologues.” Journal of Curriculum Studies 41 (2009): 1-31.

Wilson, Norman J. History in Crisis? Recent Directions in Historiography, 2 ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2005.

Wineburg, Sam. “On the Reading of Historical Texts: Notes on the Breach Between School and Academy.” American Educational Research Journal 28, 3 (Fall 1991): 495-519.

Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.

Women’s International League for Peace and Freedom, Report of the Canadian School History Textbook Survey. Toronto: WILPF, 1933.

Wood, Nancy. Vectors of Memory: Legacies of Trauma in Postwar Europe. Oxford: Berg, 1999.

Wright, Donald. The Professionalization of History in English Canada. Toronto: University of Toronto Press, 2005.

Wrong, George M., Wrong, Walter N. Sage, and Chester Martin. The Story of Canada. Toronto: Ryerson, 1929.

Yeager, Elizabeth A., S. J. Foster, and J. Greer. “How Eighth Graders in England and the United States View Historical Significance.” Elementary School Journal 103, 2 (2002): 199-219.

Young, Robert J. Forty Years Professing: Tips and Thoughts for Undergrads and Teachers. Winnipeg: Yaleave Books 2006.

Zukin, Cliff, Scott Keeter, Molly Andolina, Krista Jenkins, and Michael X. Deli Carpini. A New Engagement? Political Participation, Civic Life, and the Changing American Citizen. New York: Oxford University Press, 2006.