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)