Teaching second-order concepts in Canadian history: The importance of historical significance.
Abstract
This article addresses the second-order concept of historical significance and attempts to answer the question of what criteria are used to make decisions about it in history and school history. Specifically, it explores the way Francophone and Anglophone students ascribe significance to selected historical events in Canada and discusses the implications of this study for history students and educators. The necessity of (re)considering how officials make decisions about historical significance in the school system is also examined.Downloads
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2005-01-01
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