The exploitation of women, Indians, and cattle in California history is examined. (DE)

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

Several student activities designed to celebrate the Bicentennial are suggested. (DE)

Practical suggestions on how to organize and run a field trip are provided. (DE)

The value of old home movies, fiction films, and newsreels for the study of history is emphasized. (DE)

A proposal to establish a Living Historical Farm in celebration of the Bicentennial is included. (DE)

A brief history of gold coins minted in California during the gold rush period is provided. (DE)

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

This famous Spanish explorer's journey through California is described along with a similar journey in 1976 designed to celebrate the Bicentennial. (DE)

A peace studies curriculum program is described. (DE)

Examines the content of social studies curriculum in 10 California school districts. The findings are that "variety" is the key word to describe what is being offered and that there is no standard social studies curriculum in California. (Author/DB)

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)

Argues that professional organizations, such as the California Council for the Social Studies, have the responsibility of aiding teachers develop the skills to meet the challenges of the classroom. Ten examples of inservice courses available in California are specified. (Author/DB)

Examines ways in which social studies teachers can help students identify and evaluate significant changes in the past and present and enlarge their perspectives on change. Information on the roles of women in the first American Revolution and insights on the present revolution are provided. (Author/DB)

Argues for revitalization of teachers through inservice training as a way of changing teachers' self-concept to one of high efficacy. The author maintains that teachers can then attempt to improve the legitmacy of the curriculum and their students' perceptions of it. (Author/DB)