The document presents a formative evaluation of 13 Canadian studies kits being developed in Alberta, Canada. The objective was to ascertain the strengths and weaknesses of the kits as well as to determine whether the program development model was effective in producing quality materials. Quality was defined in terms of internal consistency, inter-unit consistency, program consistency, external consistency, and significance. Questionnaires were mailed to teachers and students in 74 K-12 pilot classes; 1488 were returned. In the area of internal consistency, questions relating to focus and explicit activity sequences and objectives were raised. Inter-unit consistency, especially in skill development, was almost impossible given the process used to develop the kits. Questions raised relating to program consistency were aimed at refining congruency with provincial handbooks. External consistency examined congruency with current social studies practice. Questions were raised relating to all 16 characteristics of sound programs. All respondents reacted positively to the significance of the Canadian content. Questions raised concerned a logical overall plan for content coverage in all the kits and avoidance of overlap and imbalance. Possible recommendations included hiring overall editors, developing a series of "How to Do It" booklets, finding resolutions to consistency problems, instituting quality control, and presenting content summary charts in each kit. Appendices present the program analysis form and student questionnaires. (CK)