Designed for students who already have some facility in map reading, but who would like to develop their skills in a game situation. Objectives are for students to develop and practice the skills of using scale, grid location, symbols, and direction. Includes a list of materials, rules, and modifications. (Author/JK)

This is a report on the role of the British Columbia Social Studies Teacher's Association since its inception in 1959. (JH)

This article introduces the main theme of this journal issue: teaching of history in grades seven through ten. Articles included in the journal are briefly described. (Author/RM)

Briefly discusses the development of Cold War propaganda in the United States, Canada, and the USSR after 1947. Presents two movie reviews and a Canadian magazine advertisement of the period which illustrate the harshness of propaganda used by both sides in the immediate postwar years. (GEA)

Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

Offers secondary social studies teachers instructional strategies for using wordless picture books, or short, often complex books that tell a story or present a concept through illustrations. Includes a list of such books and offers four instructional strategies for their use. (JDH)

Outlines strategies and resources for an analytical approach to the subject of pollution for high school students. Part of a larger unit entitled "Threats to Human Existence," the component focuses on defining the issue, synthesizing various stances with regard to the issue, and placing the issue in broader perspective. Discussion questions and…

Neil Sutherland discusses the historical context of the back to basics movement in social studies. Ken Osborne points out that the movement is stifling innovation. Max van Manen addresses the question of what curricula should be considered basic. (Author/RM)

Argues for the use of news media as a way of teaching major ideas. Shows a graphic (taken from a 1981 survey) depicting how Canadians view the mass media. Offers a collection of activity ideas for using radio, television, and newspapers in the classroom. (JDH)

Describes an economics lesson which requires students to make observations regarding the make, model, manufacturer, year, cost, and country of origin of the cars in the student-faculty parking lot. Students then relate their collected data to the economic impact of imports, student-teacher values, and the impact of the automobile on personal…

Outlines a framework for designing enriched learning activities in social studies for gifted students. Two examples of learning activities are presented, and analyzed in terms of the framework. The examples, because of their structure and open-endedness, can be used with many age and ability levels. (RM)

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

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 author proposes that a wide range of value issues be taught in teacher education programs, thus contributing significantly to the teacher trainees' general value development and to their capacity in turn to teach values as an integral part of subjects in the schools. (Author/JR)

The advantages of simulation and role playing as teaching techniques are discussed. (DE)