Suggests organizations, bibliographies, reference books, journals, and monographs which may be helpful to social studies classroom teachers as they develop and implement educational programs on the Soviet Union. (DB)

The primary source document reproduced here consists of the first two pages of a briefing notebook prepared for President Eisenhower outlining the issues to be raised with Soviet Premier Nikita Khrushchev during his visit to the United States in 1959. Teaching activities are suggested. (RM)

Analyzes information in social studies textbooks in the United States regarding the history of the USSR. Identifies major problems, including failure to take the work of Soviet scholars into account, political bias, oversimplification, distortion of the truth and failure to highlight achievements of Russian culture, science, and sociopolitical…

Identifies and describes audio-visual materials (films, filmstrips, and audio cassette tapes) about the Soviet Union which have been produced since 1977. For each entry, information is presented on title, time required, date of release, cost (purchase and rental), and an abstract. (DB)

Presents lesson plans highlighting cultural differences between the United States and the Soviet Union. Includes background for teachers on the geography, the political system, and the economy. Student materials and suggested activities are provided. (DH)

Examines treatment of the United States in social studies textbooks used in the USSR, as reported by the US/USSR Textbook Study Project. Identifies major problems, including ideological bias, adequate coverage, balance of treatment, factual errors, distortion and bias by undue emphasis, omission of important details, and dependence on outdated…

How some nations are motivated by political or geo-political considerations when denouncing human rights abuses is examined. Examples from US and Russian foreign policies are discussed. (RM)

Contains a collection of comments by Russians about their country and the U.S.; gives questions for discussion with secondary and college students. The statements serve to stimulate discussion and, together with additional study, may provide valuable information about the life style and living conditions in the Soviet Union. (AM)

Introduces a cooperative project undertaken by the USSR Ministry of Education and by various educational institutions in the United States to assess what youth in each country learn about the other country from geography and history textbooks. The objective was to minimize misinformation. (DB)

Presents a bibliography of 18 video products for use in the classroom. Includes programs on geography, Japanese culture, Native American culture and history, change in the former Soviet Union, and the Persian Gulf War. Gives a brief description of each program. Lists recently released software programs on geography, tests, history, and computer…

Discusses the changes in geography and social science education in the former Soviet Union that followed the sweeping political changes there. Explains how the curriculum and teacher education changed under glasnost and perestroika. Examines prospects for the future. Includes maps and charts detailing some of the many changes in the former USSR.…

Discusses the changing concept of human rights and important freedoms as the Soviet Union moved away from Communism toward democracy. Describes steps that have been taken in human rights education by various nongovernmental organizations. Suggests that the first priority is to educate children about human rights and, in so doing, develop the…

There are more than 100 ethnic groups or nationalities in the Soviet Union. Many of these still speak their own native language. To accelerate mass education, these native languages are used in K-12 schools; however, the Russian language is promoted as the main language of science, technology, and international discourse. (RM)

Asserts that the end of the Cold War and new world realities present challenges to social studies teachers. Presents suggestions for helping students change their way of thinking about the world and the place of the United States within it. Encourages teachers to examine the existing social studies curriculum for relevance. (CFR)

Discussing the language policy of the Soviet government with social studies students studying the USSR increases students' awareness of the multicultural nature of Soviet society and forces them to think about how such a society operates. Questions that teachers can use to lead a discussion concerning language issues are presented. (RM)