The Powell River Project proposes in this progress report to design a curriculum with the Canadian urban environment as a major focus promoting cognitive and affective learnings that are verifiably appropriate using a team of primary teachers as designers. Activities and experiences will be selected which lead the child to learn his role in society; understand the relationship between groups, the interdependence of people and institutions, and, how they are affected by urbanized environments; and, develop self concept, self esteem, and a sense of individual responsibility. The criteria for the selection of teaching strategies and activities are outlined: practice and development of intellectual skills, diversity of techniques, open classroom climate, active decision-making, use of inquiry techniques, and free concept and value formation. Criteria for the structure of the materials are also given. To begin, the project reviewed relevant literature on: urbanization, child psychology and learning theory, structure and strategy in the social studies, printed teaching and learning resources, and current and projected social studies curricula for the Canadian provinces. The findings are summarized here and the bibliography is appended. Also appended are: 1) a summary of an inventory of knowledge skills and attitudes of kindergarten children; and, a study of the understanding of the elementary children of Powell River concerning their civic election. (Author/SBE)