A fundamental assumption of our society has been that citizens can make intelligent decisions on complicated economic issues, but more than half of our high school graduates do not go to college and of those who do many do not study economics. If we accept the idea that economic understanding should be part of the intellectual equipment of high school graduates, two important questions must be answered. First, what are the minimum economic understandings for responsible citizenship? Second, how can these understandings, once identified, be introduced into the curriculum? Part One of this teacher's guide responds to the first question and Part Two contains suggested outlines to help teachers decide the second question. There is an emphasis on proved materials from DEEP schools, and on the cohesive interdisciplinary nature of economics. One important source of economic ideas included is "Economic Education in the Schools: A Report of the National Task Force," by the American Economic Association. Usage flexibility is achieved by grouping ideas by blocks of grades at the elementary level, and by placing illustrative examples under five economic topics at the junior and senior high school level. A cumulative sequence of learning experience is clearly described. (The first edition of this guide appeared in 1964.) (SBE)