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This resource bibliography with over 500 descriptive annotations on Canada, a product of a conference on Canadian Studies held at the University of Maine, Orono, in September, 1969, is designed to make teachers of social studies and other fields at both the elementary and secondary levels more aware of the variety of available teaching materials on Canada, dating from the 1930's through 1970, and also some of the sources from which they may be obtained. The bibliography is divided into four parts with book entries arranged alphabetically by author, serials by title, and most other materials by publisher. The four parts are: 1) an introduction; 2) a list of history and social studies texts and supplemental readings, fiction, books in series, serials and publishers addresses; 3) enumeration of commercial and government teaching aids and audiovisual materials, including listings of prepared source materials, sources of visual aids, and lists of artists, books, magazines and publishers in the field of music and art; and, 4) the identification of general sources of information available in Canada and from international agencies. Complete bibliographic information is provided along with prices, publishers, and indication of the appropriate grade level. (Author/SJM)

A rationale for the study of Canada by Americans is advocated in this paper. Among the justifications for the study are: our common geographical environment; our need to comparatively understand the cultural, economic, political, and social differences and similarities of the two countries; the part Canada can play in serving as a laboratory for U. S. experiments; the question of resources for future development of our own society; security needs; examination of differing viewpoints toward foreign policy; investment possibilities; and study of anti-Americanism. While geography supports the logic of unification that has made Americans and Canadians neighbors and allies, history and economics have not made the two countries amiable partners. Elimination of ignorance about Canada through the implementation of Canadian studies in U. S. schools and colleges can contribute much toward cooperation between the two countries. (SJM)

The 3 research topics examined in this report are identified as crucially important by the 1970 Man in the North Inuvik Conference. Eskimo, Indian, and Metis residents of the North comprise 2/3 of the conference participants. The first 2 reports are on applied research projects, the first dealing with some practical ways to apply the concept of community-guided education, the second with training northern native teachers. The third report is a study of southern teacher preparation for professional teaching in the North. Three conclusions appear most significant for the present stage of northern education: (1) while official directives concerning northern education seem to be promising, very often they lack comprehension from the administrators, the teaching staffs, and concerned populations; (2) local committees must have well-defined responsibilities in the selection, hiring, transfer, and dismissal of teachers; and (3) efforts to post native teachers to the elementary grades should not exclude new and imaginative formulas that depart from the sempiternal tendency to accommodate northern elementary teacher training to the already existing standards and procedures of the South. (HBC)

The unit experiences for the K-12 curriculum, including these for grade 6, are outlined in SO 001 139. These units include the study of the culture, history, geography, and economics of regions of Latin American and Canada. Again, the emphasis for both grade 5 and grade 6 is twofold: 1) to know his American heritage, as well as to become aware of the rights, freedoms, and responsibilities that occur in a democracy; and, 2) to recognize the strategic position of the United States in the Western Hemisphere through the study of inter-American relations. Overview, objectives, motivational, developmental, and review activities, and content for each of the various sub-units are summarized: 1) Use of Map and Globe; 2) The Organization of American States and the United Nations; 3) Historical Background of Latin America; 4) Mexico; 5) Central American Countries; 6) Northern Countries of South America; 7) the Andes Nations; 8) The River de la Plata Countries; 9) Land of the Amazon, Brazil; 10) The West Indies and the Guianas; and, 11) Exploring Canada. Evaluation objectives and techniques are also enumerated. SO 001 138 through SO 001 144 are related units. (Author/SBE)

This publication lists area programs of study in international education at United States colleges and universities. Inclusiveness over selectivity has been favored; simple faculty review committees are included, as well as full area studies programs offering graduate and undergraduate programs. Part I of the directory is a listing by state, giving area program or center's name, institution address, and director. In Part II the programs are indexed by the following geographical regions: 1) Sub-Saharan African Studies; 2) General Asian Studies, including Oceanic Studies; 3) Canadian and North American Studies; 4) East Asian Studies; 5) East European and Russian Studies; 6) Latin American Studies, including Caribbean Studies; 7) Middle Eastern and North African Studies; 8) Multi-Area and Rotating Area Studies; 9) South Asian Studies; 10) Southeast Asian Studies; and, 11) West European Studies. Annual revisions of the directory are intended and the next issue will also include area studies programs and centers in other countries. (Author/JSB)

This is a progress report of a project in the process of developing an interdisciplinary secondary school curriculum on the Canadian urban environment. The primary goal is to encourage constructive involvement in urban life and community decision-making, and develop a personal and social competence that will engender a greater commitment to the city which is growing and changing. The concepts come from a variety of disciplines: 1) anthropology; 2) civil engineering: services and utilities; 3) ecology: the ecosystem and the utilization of resources; 4) economics: growth, role of the city, and business; 5) landscape architecture: site, ecology, aesthetics; 6) political science: decision-making, political history of the city; 7) psychology: the individual, communication, social interaction and self concept; and, 8) regional planning: the interdependence of communities. Breifly, the intended learning outcomes include intellectual concepts, knowledge, and attitude change. The project staff has been working with students to develop and organize activities to cause such change or nourish positive attitudes in order to cope effectively within the community. Simulation games were tried, and work-studies in the community began. Intuitively, the students related their work to the social sciences. The games used and the sources of information for the staff area appended along with the future plans of the project. (Author/SBE)

The objective of this Learning Activity Packet (LAP) is to familiarize the student with Indians who lived in the Eastern Region of present day Canada and the United States. Indian life in the past, how it has changed, and the needs of these people today provide the basis of the LAP. Five learning objectives, each covering particular aspects of the life of the Indians, create a framework for various activities. Related documents in this series are SO 006 140-145. (OPH)

The similarities and differences of Canada and the United States are explored in this Learning Activity Packet (LAP). Ten learning objectives are given which encourage students to examine: 1) the misconceptions Americans and Canadians have about each other and their ways of life; 2) the effect and influence of French and English exploration and settlement on the two countries; 3) the recreational interests of Canadians and Americans; 4) geographical differences and similarities; 5) population patterns in Canada and the United States; 6) depletion of certain natural resources of the U.S. resulting in dependence upon Canada; 7) the border, how it separates, in name only, the two countries, and the effects of trade, immigration, and tourism; 8) the problems each country faces in world affairs; and, 10) the differences in the economic sophistication between the Canadians and the Americans, Canadian fear and resentment toward the U.S., and American ignorance and indifference. Each objective has several learning activities. Several charts are also included. Other LAPs are: SO 006 141, SO 006 142, and SO 006 145. (OPH)

In this Learning Activity Packet (LAP) students examine the geographic and ecological bases of the Eastern international region. The overall objective of activities is to help students comprehend the man-earth relationship concept. By studying this familiar relevant region students gain geographic knowledge and skills applicable to other areas. For example, as they observe physical factors which influence site location and settlement, such as easy accessibility and availability of resources, they recognize factors of choice, including ways that man uses resources and sets boundaries. This guide is divided into learning activities that will enable the student to: 1) identify the political boundaries and the surface features of the provinces and the states of the region; 2) understand the effect of the sea on people in the Maritime Provinces, and how they depend upon it; 3) explain the effect of glaciers on the soil and ways of life on the land that was once covered by glaciers; 4) show that there is a relationship between the use of resources and the availability of transportation and growth of cities; 5) describe the use of Canadian Shield resources by man; 6) contrast the past and present in Maritime Provinces; 7) construct an overlay map showing principle towns and cities, land or seaways, and vegetation; 8) explain why political boundaries are sometimes made with consideration for geographic factors; and 9) plan a new community using skills learned in this and other LAPs. A pre-test is included. (OPH)

The history of the French-Canadians from their beginnings to the present time is the topic of this Learning Activity Packet (LAP). Designed to acquaint students with the French, Canada's earliest permanent settlers following the Indians, the unit is divided into six objectives which include learning activities for each. Students are expected to learn about: 1) the French explorers in the 16th and 17th centuries who came looking for fish and furs, and the beginning of New France; 2) the French way of life along the St. Lawrence River before the Conquest. And how, under the rule of the King of France, the French tradition became established in the seigneurial system in farming; in fur trading with the Indians; and in the establishment of the Catholic church with missionairies; 3) the Acadians, and how their political views eventually led to their expulsion from the country; 4) the Conquest, in 1763, and its effect on the French-Canadians in Quebec; 5) the emigration by tens of thousands of Quebec-Canadians to New England during the mid and late 19th century; and, 6) the present role of French-Canadians and Acadians in New England through an understanding of their culture which has been preserved in the life style of the "little Canadas" in Maine milltowns and in the valley of the St. John River. The activities include the use of maps, simulations, books, role-playing, and audio-visual aids. There are several other units in the series. They are SO 006 140-145. (OPH)

GRADES OR AGES: Grades 11, 12, and 13. SUBJECT MATTER: Geography. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into three sections, one for each grade. World geography is presented in two parts--grades 11 and 12--and Canadian geography is studied in grade 13. Each section is divided into several units. The guide is offset printed and staple-bound with a paper cover. OBJECTIVES AND ACTIVITIES: General objectives for each section are outlined at the beginning of the section. Each section contains lists of topics to be covered and suggestions for activities. Activities in sections 1 and 2 are primarily field and map work, whereas section 3 activities are mostly research. INSTRUCTIONAL MATERIALS: A one-page section at the end of the guide lists maps of Canadian regions. STUDENT ASSESSMENT: No mention. (RT)

The overall social studies recommended program is described in SO 000 675. Here, the grade 4 program deals with the various racial and ethnic groups and the famous people who have contributed to the greatness of our country. The treatment is developed in a chronological historical sequence from the explorers and discoverers to the industrialists, scientists, and the artists. With the grade 5 program a two-year program dealing with world regions begins. It is suggested that the United States be dealt with first, covering major climatic and vegetational regions, and stressing the topography, latitude, bodies of water, and prevailing winds. Emphasis is also placed on citizenship, and the American way of life covering economic and sociological patterns. Canada and Latin America are dealt with in much the same way, with the addition of a short survey of the history of each of these regions avoiding a country by country approach. Three regions are suggested for sequential study during the grade 5 program: 1) the Middle East and North Africa; 2) Western Europe; and, 3) Eastern Europe including the Soviet Union. The concepts taught and the skills to be developed are the same. However, special attention is given to american freedoms, civil rights, the role of the United States in the United Nations, world problems, and foreign relations. (SBE)

This fifth edition has been designed for use by teachers and students as a supplement to regular textbooks as well as for the original purpose of providing vital information for foreign visitors. The 141 independent or quasi-independent nations of Europe, the Middle East, Asia and the South Pacific, Africa, Latin America, and Canada are described. Each successive edition since the first (1960) has been thoroughly revised and expanded to provide concise, up-to-date information on the population, cultures, government, history, economics, and the principal geographic features of each country: included are location, size, major cities, language, religion, political conditions, and educational systems. A calendar of national holidays, a list of the United Nations members, and notes on Hinduism, Buddhism, and Islam are found in the appendices. The pages are perforated to allow distribution of the individual country fact sheets. (SBE)

The problems, frustrations, successes, and failures met by the Roseneath Centennial Public School in Roseneath, Canada, while attempting to respond to the unique needs of the community it serves are described in this paper. The school staff planned and implemented a program in cross-cultural studies in order to reduce the friction between the members of the nearby Indian Reserve and the surrounding non-Indian community. The program was designed to expose children and parents to the various Indian cultures in order that the non-Indians would be more understanding and that the Indians would better appreciate their own unique heritage. Some specific objectives of the program were (1) to improve the Indian child's self-concept, (2) to create an appreciation of the various cultures inherent in the school population, (3) to develop a more accurate and unbiased approach to Canadian history, and (4) to create a vehicle for greater interaction between the school and the community. It was concluded that because of the distrust between the 2 groups and occasional negative influences from individuals outside both communities, a great deal of work still needs to be done through innovations in the areas of community involvement, basic philosophy, school culture, and curriculum. (HBC)

THE CANADA NEWSTART PROGRAM AIMS TO DEVELOP, THROUGH ACTION RESEARCH, PROGRAMS APPLICABLE THROUGHOUT THE NATION, FOR MOTIVATING AND TRAINING UNEMPLOYED AND UNDEREMPLOYED ADULTS. PILOT PROJECTS WILL BE CONDUCTED BY CORPORATIONS WHICH ARE TO BE CHARTERED BY THE PROVINCES AND FUNDED BY THE FEDERAL GOVERNMENT. THE AREAS SELECTED FOR STUDY WILL BE AMONG THOSE DESIGNATED BY THE AREA DEVELOPMENT ACT AS PROVIDING A POTENTIAL FOR INTENSIVE STUDY OF PROBLEMS OF INDUSTRIAL GROWTH OR DECLINE OR MIXES OF FARM AND NON-FARM POPULATIONS. THE STUDY WILL INCLUDE--JOB OPPORTUNITIES, METHODS OF RECRUITMENT AND COUNSELING, NEW CURRICULUMS, METHODS, AND MATERIALS, AND WAYS OF DEVELOPING BEHAVIOR PATTERNS FOR EMPLOYMENT. PROGRAMS WILL INCLUDE PREVOCATIONAL, VOCATIONAL, AND BUSINESS EDUCATION, AND ON THE JOB TRAINING. SOME EXPERIMENTATION WITH TRAINING ALLOWANCES WILL BE MADE. ADMINISTRATIVE PLANNING AND SUPPORT WILL BE PROVIDED BY THE TECHNICAL SUPPORT CENTRE. REPORTS AT THE CONCLUSION OF THE PROJECT SHOULD INCLUDE THE HISTORY OF THE PROJECT, MODELS FOR DEALING WITH IDENTIFIED PROBLEMS, EXPERIMENTAL ANALYSIS, A DATA BANK, AND COST/BENEFIT ANALYSES. (PT)