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An essay is presented on the importance of studying and teaching history and the relationship between research and teaching. Topics include the history profession in North America and its role in the society, the use of research in religion and politics in Canada in teaching Canadian history, and the role of history in educating the people about the liberal democratic society.

The growing interest among American historians in borderlands and continental history has prompted discussion among Canadian history specialists about the merits of writing and teaching North American history. This essay reviews some of the arguments in favour of a continental scale for historical study and adds one important qualification in defence of Canada as a field of study. [ABSTRACT FROM AUTHOR]

Upper Canada (Ontario) never had a medieval past to glorify with the display of arms and armour, but to its populace, conscious of their legacy as heirs to the British Empire, that display seemed sufficiently important to merit encouragement from the earliest days of the Province. In Toronto, although some influential nineteenth-century residents had collections of armour, its collection and display from the earliest days essentially were tied to education. The Toronto Normal School incorporated arms and armour into its history teaching collection, and after the School's failure, the Royal Ontario Museum (ROM) built arguably the third-best public armour collection in North America. Unique in this collection, however, was the rhetoric of utility and especially of industrial design: Charles Trick Currelly, the ROM's first director, argued that arms and armour should be seen as finely made functional art of the past that would inspire fine functional art for the present. This philosophy, derived and elaborated from the South Kensington model, also saw the role of armour as a cornerstone to the educational mission of the museum. This educational emphasis begun under Currelly remains strong, despite waxing and waning emphasis on arms and armour in the museum as a whole. [ABSTRACT FROM AUTHOR]

Presents information on a course that teaches the history of cultural contacts in North America, Latin America and other countries in the Atlantic region from 1500 to 1825. Purpose of the course; Course outline and reading assignments; Course textbooks.

Presents information on the teaching of a course about the history of European and North American social policy. Course description; Details on the required readings for the course; Benefits of the course.

Examines James F. Voss' review of history education research from a vantage point in the city of Khabarovsk, Russia. Holding of a conference by Russian educators in Khabarovsk in September 1998 to take stock of the state of history teaching and learning in the Russian Far East; Voss' research on history education in North America.

The article presents the outlines of the study on history, geography, and the outline for January 1902 for the fifth grade class. In History, the students planned to do two scenes of the play "The First Thanksgiving Day." because this play depicts scenes involving the preparations for the feast, welcoming of the Indian guests, a drill of the Pilgrim, which all connect with the work in history. The students studied North America's geography. The class also planned to have a window garden by raising plants from the seed as part of the nature study. A set of experiments on air pressure was also conducted. The outline for January covered the study of the history of Virginia, French Josephine Ashleman as it correlates with American history, and reading lesson on the story of La Salle's trip to the Gulf of Mexico. Virginia's Atlantic coast plain was studied.

The article provides information on the "William and Mary Quarterly" and USC-Huntington Early Modern Studies Institute Workshop series. The workshop is designed to identify and encourage new and ongoing trends in the history and culture of early North America. The series is sponsored by the USC-Huntington Early Modern Studies Institute and the Omohundro Institute of Early American History and Culture and is hosted by the Huntington Library. It is also intended to foster intellectual exchange among scholars working on thematically related topics that may be chronologically, geographically, or methodologically diverse. The topic of the inaugural workshop held from May 19-20, 2006 was "The Seventeenth Century."

The article offers an outline for the study of French history by sixth grade pupils. Areas of concern includes the French settlement and exploration of the Mississippi Valley, the progress of industries in the English colonies, comparison of the English and French settlements, and topography of North America as a whole. The stories of Marquette and La Salle, the connection of chemistry and physics with cooking, the observation of weather conditions through the use of barometer, rain gauge, thermometer were also considered. Field trips to dunes, swamps, and lakeshore were also part of their activities.