Business is rightfully concerned about the education of youth, for the schools are educating the workers of tomorrow. How businesses in California are reaching out to schools to provide help for economics education is described. (RM)

Teacher centers respond to a teacher's own defined needs by offering assistance, instruction, and materials to help enrich classroom learning experiences. Services provided social studies educators by the Teacher Center in Humboldt County, California, are described. (RM)

Discusses characteristics and programs of the World Education Center in Berkeley, California. The central thrust of the program is peace studies, with the objective of working toward an end to war. Programs include the Conscience and War Education program and Instructional Television and World Education: Time for A Marriage. (KC)

A framework is suggested for an environmental education course of study integrated with a social science program. (KM)

The "Olympic Heritage" year in California provides an excellent opportunity to motivate students to examine their heritage from ancient Greece and to advance cross-curricular coordination. The very successful 1981-82 "Shakespeare Year" program can be used as a model. A proposed Olympic project is described. (RM)

Describes learning activities based on a balance of skills development with content in a high school social science department. The model for the program involves selecting the concept; choosing appropriate skills; identifying values and attitudes; and focusing on content that illustrates the concept, skills, and values. (Author/KC)

Describes the rationale and objectives which define the relationship between content and skills of the Civic Education Social Studies Curriculum. The curriculum is a project of the Carnegie-Mellon Education Center in cooperation with five Pittsburgh and two Bakersfield, California high schools. (KC)

Schools must help students develop the ability to evaluate and make reasoned choices about personal and society-wide economic issues. One strategy that research has shown can help schools teach economic literacy is called DEEP, an acronym for the Developmental Economic Education Program. Steps for implementing DEEP are described. (RM)

A peace studies curriculum program is described. (DE)

Describes and evaluates environmental studies programs designed to emphasize positive action learning in environmental improvement through selected field experiences of an interdisciplinary nature. (Author/DB)

Describes social studies program of a community service high school. The chief goal of the school is to teach citizenship through student projects which make a useful contribution to the community. Skill areas focus on thinking, human relations, organization, and information processing. (KC)

Examines the Social Sciences Framework adopted by the California State Board of Education in 1974 with the aim of helping classroom teachers implement the strategies presented in the framework. (Author/DB)

Presents a sample lesson from a junior high multi-ethnic women's studies unit and sample activities from a high school women's studies course. Also briefly describes the unit and course as a whole. (CK)

The Young Historians project provides abundant opportunities for students in grades one through six to apply basic reading, writing, listening, speaking, and computing skills learned during reading and math and to learn firsthand about their own heritage and the many resources in their own community. (RM)

Discusses the importance of studying history topics in-depth and how California's History-Social Science Framework (1988) has incorporated in-depth instruction into units of study. Describes the U.S. history and geography curriculum for grades 5, 8, and 11. Concludes that the Framework provides teachers with more time to plan and teach while…