This paper analyzes "'Our History Syllabus Has Us Gasping': History in Canada Schools?Past, Present, and Future" by Ken Osborne, which discusses the problem of teaching history to Canada's young students.
Written in 2004; 1,340 words; 1 sources; APA; $ 45.95
Paper Summary:
This paper explains that Osborne categorizes the methods of teaching history in Canada's educational system into two periods: the traditional mode used from 1930 to the 1950s, and the progressive mode used from the 1960s to the present. The author points out that, in the traditional mode of teaching history, the focus is on the teaching of facts. The paper relates that the progressive mode interrelates history with different fields of study in the social sciences, such as economics, sociology, politics, and other disciplines and does a better job of imparting knowledge of the nation's history, an essential requirement in developing national identity, patriotism, and a sense of Canadian citizenship.
From the Paper:
"Thus, as the 20th century arrived, Canada is rebuilding its country as a nation. Social institutions were established, which includes the educational system, considered as an essential tool in developing Canada's citizens as future leaders and providers to the country's progress. After two world wars that left the whole world crippled, Canadians had once again rebuilt their nation during the years 1930s-1940s, wherein significant social changes have occurred. These social changes involves themes like Canadian Nationalism, emphasizing on the role of each citizen to partake in knowing the country's historical heritage and the vital role of the society and the individual to do their duties and responsibilities as citizens of the nation."
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