Four Canadian educators respond to the 1978 major social studies curriculum revisions in Alberta. The revisions were a response to the 1971 interdisciplinary, inquiry-oriented, and values-based curriculum. Varying opinions find the revision an improvement, suggest that serious problems remain in the values component, and question teacher…

The Westminster Project Social Studies is an elementary level teacher-developed social studies program. A critical analysis of the development process, objectives, content, teaching strategies, evaluation procedures, and a comparison of the project with other materials is provided. (DE)

As part of a larger curriculum project, the content of this teacher resource book on Canadian Indian history, culture, and contemporary problems is critiqued. (DE)

A guide to the assessment of a few social education curriculum projects in Canada is provided. Criteria include descriptive characteristics, guiding concepts, objectives, structure, instructional strategy, teacher training, evaluation, utilization, and reviewer opinion of quality. (DE)

An analysis of the content, rationale, objectives, and how well the materials of a women's studies curriculum worked in the classroom are provided. (DE)

An elementary teaching unit on the Hutterites is criticized for its teaching strategies and ethnocentrism. (DE)

How well Canadian social studies education relates to world issues and the "new social studies" as defined in the United States is examined. (Author/DE)

A critical examination of the content, objectives and processes of teaching of the Canadian Public Issues Project is provided. (DE)

This article describes and compares two principal modes of evaluating social studies curricula: the Curriculum Materials Analysis System (CMAS) developed by the Social Science Education Consortium and a system developed by Elizabeth Vallance. (Author/RM)

A description and analysis of the content of an elementary level student textbook which uses archaelogical research to study the Maritime Archaic Indians of Newfoundland is provided. (DE)

This article describes the process used by elementary and secondary schools in Lincoln County, Ontario, Canada, to evaluate their schools' curricula. Over 40 external evaluators and as many as 300 K-12 teachers are involved in the process. (Author/RM)

Reviews the development of new Ontario History and Contemporary Studies Guidelines directed by Ontario Ministry of Education. Explains changes that occurred in curriculum such as Canadian and U.S. history courses being dropped in favor of a new course entitled "Canada in North American Perspective." Concludes that the new curriculum has…

This paper discusses three general questions about evaluation as each relates to student, teacher, and curriculum evaluations. The three questions are: Is the purpose of the evaluation clear? Is the evaluation being performed at appropriate times? Are the data generated appropriate to the purposes? (Author/RM)

This bibliographic essay cites general readings in curriculum evaluation for elementary and secondary teachers. The first part of the essay discusses general perspectives on evaluation. Readings on selecting an evaluation strategy or plan are cited in the second part. The essay concludes with citations dealing with how to consider the data.…

Identifies characteristics of a viable social studies program for African nations, urging multidisciplinary and integrated approaches. Offers a cyclical framework for planning a curriculum which includes defining the problem, setting objectives, identifying methods of implementation, evaluation, and regeneration. (LS)