In this article, I analyse how schools in Alberta have defined the province's identity and its role in Confederation. During two eras, the 1930s and the 1980s, social studies curriculum and teaching resources contained assertions of provincial uniqueness. In the late 1930s, the progressive curriculum implemented in Alberta's schools represented the first time a strong provincial consciousness was evident. The resurgence of Western regionalism was reflected in reforms introduced in 1981. I note that schools have played a critical role in shaping a provincial, as well as national, identity. A list of Textbooks and Teaching Resources Reviewed is appended. (Contains 3 notes.)