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

The activities of the Canadian Studies Foundation to encourage the development of teaching/learning materials and strategies which would interpret specifically Canadian concerns that are part of a unique and identifiable civic culture are described in this history of the foundation since its inception in 1970. (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)

Outlines a series of practical goals for secondary economics education in Canada. Economic education should ask more analytic questions. (RM)

Provides instructions for a simulation which illustrates the concept of cultural assimilation. The game draws a parallel with problems faced by cultural minorities in Canada. Two groups, each with different culture, values, and priorities must reach a decision over the construction of a pipeline. (Author/KC)

Presents examples of how to use rank-ordering techniques in a secondary school values education course. Students rank-order their choice for prime minister from 10 anonymous and brief biographies. Students discuss reasons for their choices in small groups and with the entire class. (KC)

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)

In a 1974 Resolution of the General Council of UNESCO, Canada reaffirmed its commitment to UNESCO principles and agreed to try to realize them through education. Discussed is whether or not Canada is complying with this resolution on international education, aimed at enhancing international understanding, peace, human rights, and freedoms. (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 reviews the source and nature of English Canadian public education in the present century and asserts that the educational system borrowed from the United States, does not meet the needs of Canadian society. (Author/JR)

As part of a project in working class history, ninth grade students conduct a bean bake for 1500 people. They cook pork-and-beans in huge black pots fueled day and night by two cords of wood and bake 1500 rolls of bread. An old-fashioned hoedown follows the feed. (KC)

Problems for the Ontario Faculty of Education such as pre-service educational activities, association with the field, maintenance of faculty autonomy, and allocation of resources, must be reconciled and balanced with increasing demands for in-service education. (Author/JR)

The author questions whether social studies curriculum developers take into account the students' level of cognitive development in structuring courses for grades seven through ten. He also analyzes the consequences of this in terms of student attainment. (Author/RM)

This article discusses a variety of concerns faced by many secondary social studies regarding teacher skills, attitudes, and course content. (Author/RM)