After a discussion of the causes and results of adolescent stress, the authors suggest possible topics which home economics teachers could address in their curricula. These include developmental and transitional life stages, stress reactions, recovery from loss and grief, death, divorce, teen pregnancy and abortion, child abuse, rape, and others.…

Describes and evaluates a project initiated by the Economics Association to develop economic understanding and an awareness of the importance of contemprary economic issues and problems by means of a two-year high school level introductory economics course. (Author/DB)

The author calls for a renewed commitment to comprehensive scope, high scholarly standards, consideration of all viewpoints, and attention to issues in the field of economics. (RJG)

Discusses the Economics Education 16-19 Project in the United Kingdom. Explains that the purpose of the project is to create a flexible economics education framework for all 16-19 students. Describes project goals as a return to first principles, an attempt to secure necessary institutional changes, and enable economics teachers to access the…

Presents information on the economics of diversity from an individual and a business point of view. Suggests appropriate units in which to integrate diversity training in the basic business/economics curriculum. (Author)

Cites selected resources on teaching economics in the social studies classroom. Documents listed concern economics projects, activities and courses, software to aid economic instruction, economic education materials, and global economics instruction. (AEM)

This article describes the continued efforts of the Joint Council on Economic Education (JCEE) to offer sound curriculum planning guidelines. The guidelines identify the fundamental concepts and generalizations students must learn and the grade levels at which they may be introduced and developed within the curriculum. Includes an excerpt on the…

This educational history of economics education examines the development of the curriculum, problems encountered in the public schools, and failures and successes. (RM)

The idea of free enterprise education is discussed. The need for such education, what it would entail, when, where, and how it should be taught are all examined. Organizations from which free enterprise materials, packaged courses, and films may be obtained are listed. (CT)

Evidence from a 25-year (1955-80) study of 21 small liberal arts colleges with high entrance standards suggests that presently, students are likely to be exposed to a wider range of economic subjects than those 25 years ago. Theoretical and quantitative offerings have strengthened. (Author/KC)

Describes the economics curriculum developed in the Rochester (Minnesota) Public Schools. The curriculum was developed with the aid of the local community and is linked to the community through an advisory committee. Methods of evaluating the curriculum are also discussed. (IRT)

While economic factors play a crucial role in determining election outcomes, the place of economic understanding in educating citizens is neither widely recognized nor substantially articulated in the literature. Although economic educators have frequently asserted that economic understanding is important to citizens' education, they have not set…

The discipline of economics in social studies and its role as a vehicle for incorporating career education in social studies is reviewed in this article. (KM)

Project PROBE in cooperation with the State University College at Oneonta implemented a broad program to upgrade the economic literacy and teaching skills of classroom teachers throughout the project region. These activities included offering courses for college credit to both elementary and secondary teachers in which new ideas and concepts in…

Argues that the economic implications of the U.S. Constitution should not be overlooked. Suggests four areas of study and provides a lesson plan for each. Concludes that, in addition to learning the economic ideas of the Constitution, students should recognize the unique values which sustain it. (GEA)