Discusses the problem of ethnocentrism in the educational system of the United States. Suggests that knowledge needs to be redefined to reflect a multicultural view of the world rather than reflecting an "us against them" outlook. Argues that the humanities need to be decentered so that minority students are not alienated. (DK)

Presents a policy statement from the National Council for the Social Studies for the quincentenary of Columbus's first new world voyage. Recommends that teachers help students comprehend the contemporary relevance of 1492 and provide basic, accurate knowledge about Columbus's voyages, their historical setting, and unfolding effects. Suggests areas…

Suggests a history lesson using a petition written by prominent African Americans objecting to the coverage of African Americans at the 1893 World's Columbian Exposition. Explains that African-American citizens were largely ignored in the exhibits. Includes questions for class discussion, writing activities, a copy of the petition, and research…

Examines the increase in immigration and foreign nationals in European countries since the 1950s. Points out that liberal immigration laws made Germany the most popular haven for refugees and others. Contends that Germans will have to adjust to a multicultural Germany within a multicultural Europe. (CFR)

Examines multicultural and global education in relation to the growing concern for equity and social justice in the social studies curriculum. Suggests that global education studies global equity, whereas multicultural education teaches national equity. Argues that both types of programs, if well-designed and implemented, can fulfill the U.N.…

Advocates teaching about the Vietnam war from a holistic, global perspective. Argues that ignorance of Vietnamese cultural history carries over from the war effort to current social studies practices. Urges reconceptualizing knowledge about Vietnam to see it as a place with cultural traditions of its own. (CH)

Presents an activity designed to assist students in examining and reflecting on their personal values. Argues that students need to know themselves to explore the values of others and to develop an open-minded perspective on the cultural values of others. (DB)

Finds that the National Commission on Social Studies in the Schools' report, "Charting a Course: Social Studies for the 21st Century," emphasis on multiethnic perspectives is sparse and sporadic. Observes that its chronological approach to history and textbook emphasis discourages understanding of ethnicity. Criticizes teacher education…

Presents a series of class activities designed to counteract stereotypes of other people. Includes a hilarious parody of an anthropological study of the Nacirema (American spelled backwards). Satirizes American personal hygiene rituals, modern medical practices, and ethnocentric assumptions. (MJP)

Discusses the use of multimedia for teaching human rights in Nigerian schools. Describes the curriculum as almost completely monocultural. Argues that human rights education must be approached within traditional interests and based on what people already know. Urges the demystification of rights. Warns that human rights reflect a Eurocentric…

Analyzes the difficulty of depicting a round world on a flat surface by identifying distortions in the traditional Mercator Projection. Questions whether its Eurocentric bias culturally conditions students. Presents other world maps that attempt to resolve more fairly the shape/area problem, including some drawn with computers. Encourages teachers…

Explores and criticizes the negative image of Islamic culture often fostered by Western media. Briefly considers the career, contributions, and example of Yusuf Islam (the former Cat Stevens). Includes a list of common misconceptions about Islam followed by corrective information. (MJP)

Considers the use of cultural images and symbols of Native Americans to reflect, interpret, and justify the westward expansion of the United States. Seldom overtly racist, paintings and lithographs of the time often presented a benign and romantic vision of the West. Includes suggested teaching ideas. (MJP)

The place of non-Western cultural studies in elementary social studies is examined, and possible student and teacher reactions to those cultures and to the various forms that ethnocentrism takes are identified. What research says regarding ways to reduce elementary classroom ethnocentrism is discussed. (RM)

Describes a trip to Vietnam and conversations with Vietnamese educators and veterans. Discusses the Vietnamese view of the war, the United States, and their own country. Urges the restructuring of U.S. social studies to emphasize positive learning about the Vietnamese from their own perspective. (DK)