Anderson, B. (1991). Imagined communities (Revised ed.). London, UK: Verso.
Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age. New York, NY: Routledge.
Bakhtin, M. M. (1981). The dialogic imagination: Four essays (C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.
Barber, B. (1984). Strong democracy: Participatory politics for a new age. Berkeley, CA: University of California Press.
Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.
Bender, T. (2002). Historians, the nation, and the plenitude of nations. In T. Bender (Ed.), Rethinking American history in a global age (pp. 1–22). Berkeley, CA: University of California Press.
Bender, T. (2006). A nation among nations: America’s place in world history. New York, NY: Hill and Wang.
Berton, P. (1986). Vimy. Toronto, ON: McClelland and Stewart.
Brokaw, T. (1998). The greatest generation. New York, NY: Random House.
Carretero, M. (2011). Constructing patriotism: Teaching history and memories in global worlds. Charlotte, NC: Information Age Publishing.
Clark, A. (2009). Teaching the nation’s story: Comparing public debates and classroom perspectives on history education in Australia and Canada. Journal of Curriculum Studies, 41(6).
Conrad, M. (2011). A brief survey of Canadian historiography. In P. Clark (Ed.), New possibilities for the past: Shaping history education in Canada (pp. 33–54). Vancouver, BC: University of British Columbia Press.
Cornbleth, C. (1998). An American curriculum? Teachers College Record, 99, 622–646.
Crawford, K. A., & Foster, S. J. (2008). War, nation, memory: International perspectives on World War II in school history textbooks. Charlotte, NC: Information Age Publishing.
Cuban, L. (1993). How teachers taught (2nd ed.). New York, NY: Teachers College Press.
Davis, O. L. (1997). Beyond “best practices” toward wise practices [editorial]. Journal of Curriculum and Supervision, 13, 92–113.
den Heyer, K. (2003). Between every “now” and “then”: A role for the study of historical agency in history and citizenship education. Theory and Research in Social Education, 31, 411–434.
den Heyer, K. (2006). Defining presence as agents of social life and change. In G. H. Richardson & D. W. Blades (Eds.), Troubling the canon of citizenship education (pp. 85–94). New York, NY: Peter Lang.
Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.
Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and communities. New York, NY: Routledge.
Flyvbjerg, B. (2011). Case study. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 301–316). Los Angeles, CA: Sage.
Foner, E., & McGirr, L. (Eds.). (2011). American history now. Philadelphia, PA: Temple University Press.
Foster, S. J. (2006). Whose history?: Portrayal of immigrant groups in U.S. history textbooks, 1800–present. In S. J. Foster & K. A. Crawford (Eds.), What shall we tell the children? (pp. 155–178). Greenwich, CT: Information Age Publishing.
Francis, D. (1997). National dreams: Myth, memory, and Canadian history. Vancouver, BC: Arsenal Pulp Press.
Frye, N. (1982). Divisions on a ground: Essays on Canadian culture. Toronto, ON: Anansi.
Glendon, M. A. (1991). Rights talk: The impoverishment of political discourse. New York, NY: Free Press.
Grace, S. (2009). On the art of being Canadian. Vancouver, BC: UBC Press.
Granatstein, J. (1998). Who killed Canadian history? Toronto, ON: Harper-Collins.
Grant, S. G. (2005). More journey than end: A case study of ambitious teaching. In E. A. Yeager & O. L. Davis (Eds.), Wise social studies teaching in an age of high-stakes testing (pp. 117–130). Greenwich, CT: Information Age Publishing.
Grant, S. G., & Gradwell, J. M. (2005). The sources are many: Exploring history teachers’ use of multiple texts. Theory and Research in Social Education, 33(2), 244–265.
Hahn, C. L. (2002). Education for democratic citizenship: One nation’s story. In W. C. Parker (Ed.), Education for democracy: Contexts, curricula, assessments (pp. 63–92). Greenwich, CT: Information Age Publishing.
Hardwick, S. W., Marcus, R., & Isaak, M. (2010). Education and national identity in a comparative context. National Identities, 12, 253–268.
Hawkey, K. (2007). “Could you just tell us the story?” Pedagogical approaches to introducing narrative in history classes. Curriculum Inquiry, 37, 263–277.
Heer, J. (2010). Remembrance Day: The Great War and Canadian mythology. Sans Everything. Retrieved from http://sanseverything.wordpress.com/2010/11/11/remembrance-day-the-great-warand-canadian-mythology/
Kaufman, J. (2009). The origins of Canadian and American political differences. Cambridge, MA: Harvard University Press.
Kymlicka, W. (2003). Being Canadian. Government and Opposition, 38, 357–385.
Létourneau, J. (2004). A history for the future: Rewriting memory and identity in Quebec. Montreal, ON: McGill-Queen's University Press.
Létourneau, J., & Moisan, S. (2004). Young people’s assimilation of a collective historical memory: A case study of Quebeckers of French-Canadian heritage. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 109–128). Toronto, ON: University of Toronto Press.
Levstik, L. S. (2008). What happens in social studies classrooms? In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 50–62). New York, NY: Routledge.
Linenthal, E. T., & Engelhardt, T. (Eds.). (1996). History wars: The Enola Gay and other battles for the American past. New York, NY: Metropolitan Books.
Lipset, S. M. (1990). Continental divide: The values and institutions of the United States. New York, NY: Routledge.
Lipset, S. M. (1996). American exceptionalism. New York, NY: W.W. Norton.
Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got wrong. New York, NY: Simon and Schuster.
Lorenz, C. (2004). Towards a theoretical framework for comparing historiographies. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 25–48). Toronto, ON: University of Toronto Press.
Macmillan, C. (2008). The uses and abuses of history. Toronto, ON: Viking Canada.
Masemann, V. L. (2003). Culture and education. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialectic of the global and the local (2nd ed., pp. 115–132). Lanham, MD: Rowman and Littlefield.
McKay, I., & Swift, J. (2012). Warrior nation: Rebranding Canada in an age of anxiety. Toronto, ON: Between the Lines.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
Morra, L. (2009). Identifying Canada. Underhill Review. Retrieved from http://www.carleton.ca/underhillreview/09/fall/reviews/print/Morra.pdf
Morton, D. (2000). Teaching and learning history in Canada. In P. N. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 51–62). New York, NY: New York University Press.
Nakou, I., & Barca, I. (Eds.). (2010). Contemporary public debates over history education. Charlotte, NC: Information Age Publishing.
Nash, G. B., Crabtree, C., & Dunn, R. E. (2000). History on trial: Culture wars and the teaching of the past. New York, NY: Vintage.
Nicholls, J. (2006). Beyond the national and the transnational: Perspectives of WWII in U.S.A., Italian, Swedish, Japanese, and English school history textbooks. In S. J. Foster & K. A. Crawford (Eds.), What shall we tell the children? (pp. 89–112). Greenwich, CT: Information Age Publishing.
Nokes, J. D. (2010). Observing literacy practices in history classrooms. Theory and Research in Social Education, 38, 515–544.
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Peck, C. L. (2010). “It's not like I'm Chinese and Canadian. I am in between”: Ethnicity and students’ conceptions of historical significance. Theory and Research in Social Education, 38, 574–617.
Propp, V. (1968). Morphology of the folktale (L. Scott, Trans.). Austin, TX: University of Texas Press.
Reed, L. (2004). Bigger than Gallipoli: War, history and memory in Australia. Crawley, Australia: University of Western Australia Press.
Richardson, G. H. (2002). The death of the good Canadian: Teachers, national identities, and the social studies curriculum. New York, NY: Peter Lang.
Rodgers, D. T. (1998). Exceptionalism. In A. Molho & G. S. Wood (Eds.), Imagined histories: American historians interpret the past. Princeton, NJ: Princeton University Press.
Saul, J. R. (1997). Reflections of a Siamese twin. Toronto, ON: Viking.
Saul, J. R. (2008). A fair country. Toronto, ON: Penguin.
Schlesinger, A. M. (1992). The disuniting of America. New York, NY: Norton.
Schlechty, P. C., & Noblit, G. W. (1982). Some uses of sociological theory in educational evaluation. In R. G. Corwin (Ed.), Research in sociology of education and socialization (Vol. 3, pp. 283–306). Greenwich, CT: JAI Press.
Seixas, P. (2004). Introduction. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 3–20). Toronto, ON: University of Toronto Press.
Seixas, P. (2010). A modest proposal for change in Canadian history. In I. Nakou & I. Barca (Eds.), Contemporary public debates over history education (pp. 11–26). Charlotte, NC: Information Age Publishing.
Skocpol, T., & Somers, M. (1980). The uses of comparative history in macrosocial inquiry. Comparative Studies in Society and History, 22, 174–197.
Snyder, J., Bolin, F., & Zumwalt, K. (1992). Curriculum implementation. In P. W. Jackson (Ed.), The handbook of research on curriculum (pp. 402–435). New York, NY: Macmillan.
Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 443–466). Thousand Oaks, CA: Sage.
Stake, R. E. (2006). Multiple case study analysis. New York, NY: Guilford Press.
Sumara, D., Davis, B., & Laidlaw, L. (2001). Canadian identity and curriculum theory: An ecological, postmodern perspective. Canadian Journal of Education, 26, 144–163.
Symcox, L. (2002). Whose history? The struggle for national standards in American classrooms. New York, NY: Teachers College Press.
Thornton, S. J. (1991). Teacher as curricular-instructional gatekeeper in social studies. In J. P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 237–248). New York, NY: Macmillan.
Thornton, S. J. (2005). Teaching social studies that matters. New York, NY: Teachers College Press.
Thornton, S. J. (2006). What is history in US history textbooks? In J. Nicholls (Ed.), School history textbooks across cultures: International debates and perspectives (pp. 15–25). Oxford, UK: Symposium.
Turkel, S. (1997). The good war: An oral history of World War II. New York, NY: New Press.
VanSledright, B. (2008). Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32, 109–146.
Wertsch, J. V. (2002). Voices of collective remembering. Cambridge, UK: Cambridge University Press.
Wertsch, J. V. (2008a). Collective memory and narrative templates. Social Research, 75, 133–156.
Wertsch, J. V. (2008b). The narrative organization of collective memory. Ethos, 36, 120–135.
Wertsch, J. V., & O’Connor, K. (1994). Multivoicedness in historical representation: American college students’ accounts of the origins of the United States. Journal of Narrative and Life History, 4, 295–309.
Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 4, 237–269.
White, H. (1981). The narrativization of real events. In W. J. T. Mitchell (Ed.), On narrative (pp. 249–254). Chicago, IL: University of Chicago Press.
Wiseman, N. (2007). In search of Canadian political culture. Vancouver, BC: University of British Columbia Press.
Yeager, E. A. (2000). Thoughts on wise practice in the teaching of social studies. Social Education, 64, 352–353.
Yeager, E. A., & Davis, O. L. (Eds.). (2005). Wise social studies teaching in an age of high-stakes testing: Essays on classroom practices and possibilities. Greenwich, CT: Information Age.
Zinn, H. (1980). A people’s history of the United States. New York, NY: Harper and Row.