ABSTRACT
Planning and programming for community development require social and technical skills that are not now taught in the schools. Yet such knowledge is increasingly important to adult performance in an urban world. A school curriculum that deals directly with the development issues central to urban neighborhoods can go a long way toward reestablishing the relevance of the school in the community. Clearly, very specific social and technical skills are required in order to play an effective role in the present decision-making processes. Teachers were encouraged to let children take the lead in determining what should be studied within the neighborhood and what should be done about it. A student handbook was also produced. Called Planning for Change, it contained survey forms for the investigation of neighborhood housing and services, information on public agency responsibilities, and case studies of successful community action projects.
