Aging is often thought of as an essentially biological process and therefore a matter for the natural sciences, but that notion constitutes a very narrow view of aging. The longevity revolution of the past century and how it affects each individual and all societies can only be understood if we also draw on the social sciences. When the young students of today become the older Americans of tomorrow, they will live in a society in which half the population is over forty years of age and one out of four people is over the age sixty. They do need to learn about the biology of aging, but readiness for long life in an aging world requires far more that only social studies can offer. In this article, the authors present a guide to life span education that applies twenty-five aging-related concepts to the ten thematic strands identified by the National Council for the Social Studies (NCSS) as a framework for social studies education. The guide is organized into five parts. (1) Linking the Social Studies Thematic Strands with Concepts of Aging; (2) Overview of Aging Education in Social Studies; (3) Glossary of Terms; (4) Manner of Presentation; and (5) Uses of the Guide. (Contains 4 tables.)