Twelve years after the 1994 genocide, Rwanda remains a beautiful, but wounded nation. It is a nation full of hope--one comprised of resilient people working to rebuild a nation that was largely destroyed, when 800,000 Tutsis and moderate Hutus were murdered in some 90 days during what is known as the machete genocide. In this article, the author…

Traces the history of Lebanon and its involvement with Syria, Israel, and the Palestinians. Provides a commentary on living conditions and political factions within Lebanon. States that external forces have intruded upon the Lebanese people, compounding their own problems, and confusing private issues with the political and religious struggles of…

In an article in 2004 on Islamist movements in Iraq, "Social Education" pointed out that Iraq might be headed toward a juncture from which "one road leads to sectarian and ethnic strife and the other to the establishment of a new Islamic republic in the Middle East." The events of 2005 propelled Iraq further in that direction.…

Summarizes the incidents of vandalism and violence perpetrated by a teenage group called "skinheads," which occurred on the north side of Chicago, Illinois, on the night of November 9, 1987. Includes information about "skinhead" activities around the United States and how communities and the media have reacted. (JDH)

Focuses on how to help young people cope with the terrorist attacks of September 11, 2001. Discusses the reactions of students and social studies teachers. Explores how to discuss the students' feelings about the events to help them cope. Includes a list of Web sites. (CMK)

Reports an individual's observations during a trip to China. Argues that the U.S. government and students must learn to understand and appreciate China because of its large population, market potential, and position among major world powers. Discusses personal impressions, the protesters at Tiananmen Square and elsewhere, and reactions to…

Presents the reflections of a social studies teacher from New York City about the September 11, 2001, attacks and the days following it. Focuses on her personal experiences during that time period and the response of the school where she taught. (CMK)

Discusses the state of education, social problems, and child welfare. Urges teachers to press government representatives to better the lives of children in the United States by allotting more funds for education, health care, and the fight against poverty. Argues that children need teachers who have faith and confidence in their students. (DK)

Discusses the teaching of children's rights in the Philippines. Suggests that the provisions of the U.N. Convention on the Rights of the Child remain ineffective if not disseminated in companion programs. Argues that no rights exist without obligations. Describes nongovernmental organization, broadcast media, and government programs. (DK)