Students of all ages, backgrounds, and abilities have the opportunity to spend two-and-a-half days at a reconstructed 17th-century historic site located near Midland, Ontario. The Sainte-Marie live-in provides students with an opportunity to live Canadian history. (RM)

A high school level legal education curriculum development project undertaken in a small locally-controlled school district in Canada is described. Specifically discussed are project background, the process used to develop the curriculum, the project objectives, and resources used. (RM)

Describes the Minnesota Social History Project, which is based on the premise that history can be better taught and more actively learned if students use the experiences of the people of a local community as a reflection of the national experience. Information is presented on data collection and analysis, working with census materials, and…

Describes two projects for hearing impaired students in grades four through six designed to teach about Canadian history. The first project taught students about ethnic differences among school staff. In the second project students studied their own ethnic backgrounds. Students conducted interviews, did library research, and developed a series of…

Discusses a survey to investigate attitudes of parents and children in Sarnia, Ontario, Canada. Copies of the surveys are included in the article, along with a cover letter, and several charts and graphs illustrating findings. (DB)

To generate student interest in an eleventh grade Canadian history course in Winnipeg (Canada), inter-school debates were held. The format, philosophy, evolution, and planning of the debates are discussed. Also examined are the roles played by the chairperson and the commentators. (RM)

Describes how the Legal Services Society of British Columbia, from 1975 to 1981, worked with secondary teachers in a partnership to help improve the teaching of law in the schools in British Columbia. Curriculum materials were produced, teacher training was conducted, and a newsletter was disseminated. (RM)

The Milwaukee (Wisconsin) public school system is the first public school system in the United States to offer a peace studies program to all elementary and secondary students. The program, including the planning and development process, is described. (RM)

A Los Angeles based grassroots organization, the Thursday Night Group, promotes the vision that the world can be different and that we all--adults and children--can do something to find solutions to the nuclear threat. How the group serves as a resource to elementary and secondary schools is described. (RM)

The general structure and goals of the assessment programs in Manitoba, Canada, are described, and the social studies assessment project is specifically discussed. Social studies objectives, the process of developing instruments to test these objectives, and the impact of the social studies assessment are discussed. (RM)

In response to informal encounters and surveys which showed that secondary teachers in Alberta (Canada) needed primary source material and reference aids for their legal education courses, the Legal Resource Centre initiated many services, including a newsletter, reference lists, and workshop services. They also developed mock trial kits. (RM)

Community service projects that are part of a religious studies program in a Catholic secondary girl's school in Canada are described. The experiential social education projects are intended to foster and nurture responsibility in students and to help them develop participatory skills. (RM)

A month-long summer workshop to train Nova Scotia high school teachers in law-related education is described. Specifically discussed are the structure of the workshop, the type of materials used, and the curriculum projects undertaken by the teachers. (RM)

The Children's Creative Response to Conflict Program conducts workshops that help participants deal with conflict situations. During the workshop sessions participants are introduced to the three themes of cooperation, communication, and affirmation. These are the foundations on which successful conflict resolution is built. (RM)

An innovative syllabus outlining a history course for students ages 13-16 in Great Britain was developed by this council. Content of the course, which encourages students to collect and analyze historical evidence, is discussed, and evaluation techniques used in the course are examined. (RM)