Suggests how ideas from the history of sports may be integrated into secondary-level Canadian social studies school programs. (RM)

Discusses instances of values learning which derive from the type of environment created by schools and questions the extent to which specific curricula are useful in values learning. The author suggests that values education programs would be more useful if they stimulated participants to reflect on the rules that govern their actions. (Author/DB)

Three locally developed elementary and junior high social studies units are described. (DE)

Curriculum development in Canadian studies can be based effectively in the attainment of skills through an inquiry approach. Emphasis on skills and inquiry would implement the following criteria: relevance to students and school systems, interdisciplinary content, and evaluateable goals. (JH)

Advocates the addition of interdisciplinary humanities courses to the Canadian junior high school curriculum. The primary objective would be to increase student capacity to synthesize connections between diverse facts and ideas. (AM)

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)