Reviews ten ERIC documents, produced since 1983, which provide activities, lesson plans, and curriculum guides for teaching elementary through secondary students about democratic government. Emphasis is on citizen responsibility and participation. (JDH)

Provides a brief chronology of events which took place in the development of the statewide eighth grade assessment of history/social science in California. Describes the content of the tests and lists the names of the individuals who served on the various development committees. (JDH)

Describes resources used to teach local history at the third-grade level in El Cajon, California. The content of the resources is described as well as the methods used to develop the resources. (AM)

Slide presentations on California history which use five slide projectors simultaneously are described. (DE)

Gives a rationale for assessing critical thinking through writing. Provides examples of semi-structured open-ended test items used to assess critical thinking through writing. A brief bibliography is included. (JDH)

Six articles review the results of the 1985 California Assessment Program's eighth grade test of History/Social Science. Each article reviews areas where students excelled or had difficulties and makes recommendations for adjustments in curricula or teaching procedures. (JDH)

Presents, along with working definitions and illustrative items, an overview of the eighth grade critical thinking assessment which comprises approximately 40% of the History/Social Science test of the California Assessment Program. (JDH)

The author emphasizes the charm and importance of studying California state history. (DE)

Proposes a practical approach for implementing the seventh grade curriculum of California's History-Social Science Framework (1988). States that the emphasis placed on each of the 11 units can be framed in the context of the individual classroom. Advocates building a context (including content and thinking processes) which makes information…

Three innovative approaches for teaching California history are described. (DE)

This article provides an overview of how oral language and writing activities may be integrated into a typical kindergarten through sixth-grade social studies curriculum. (JDH)

Examines the role of literature in the California's History-Social Science Framework (1988). Surveys the goals of incorporating literature into the Framework and identifies types of literary works used to enhance content learning at each level. Presents criteria for evaluating and selecting instructional materials and lists major purposes for…

The author describes a California studies course that integrates history, geography, culture, and current events. (DE)

Discusses contributions women have made to the growth and development of society in California throughout the state's history. Presents reasons why women largely have been ignored by California history textbooks. Argues that students can benefit from a study of California women. (DB)

Presents a complete outline of the critical thinking skills taught in grades 3, 6, 8, 10, and 12. Categories are clarifying issues and terms, judging and utilizing information, and drawing conclusions. (JDH)