Argues that a better job must be done in teaching European students about the United States and vice versa. Recommendations are for better preservice teacher education, international conferences of educators, more teacher and student exchange programs, beginning a European-U.S. Studies Day, and establishing a "documentation center" to assemble…

Discusses how the global approach can be used to teach about Japanese culture in elementary and secondary social studies classes. Students compare and contrast Japanese and American cultures. Methods for helping students to become familiar with aspects of Japanese culture are included. (AM)

Presents sample learning objectives, tasks for students, and reading materials for studying about immigration to the United States. Raises the ethical question of restricting immigration to the United States and addresses the guest worker problem in Western Europe. (JDH)

Discusses ways of eliminating cultural, geographical, historical, and ideological misconceptions about the Soviet Union in secondary social studies classes. The author outlines four topics of study about the U.S.S.R. which he has found of interest to his students. (AM)

Suggests six activities for teaching United Kingdom students about the United States and vice versa. Ideas include word associations, map and globe work to discover climate and habitation patterns, exchange of student projects, and relevant textbook passages. (JDH)

Presents a course in United States history (from Independence to the Civil War) as it is taught in a typical Danish senior high school. Criticizes typical U. S. textbooks which might be used for this course and provides in the course outline alternative material which is used. (JDH)

In the cultivation of worldminded attitudes, the social studies teacher cannot assume that student interaction with culturally different art will necessarily enhance empathic cosmopolitan attitudes. Pitfalls to be aware of are cited in this article. (Author/JH)

Recognizes that teaching about the United States in England must emphasize the complexity and diversity of the American experience in order to build a meaningful sense of empathy for Americans among European pupils. Identifies impediments to accomplishing these goals. (JDH)

Rather than survey United States history broadly, this course outline emphasizes U. S. historical events which illustrate commonly held American values. Provides a listing concepts, instructional goals, teaching strategies and content which comprise the course. (JDH)

A Scottish educator observes that "most of Europe" is taught in U. S. high schools as a "living museum," neglecting contemporary life and developments. Provides an outline of content, emphasizing human geography, which is suggested for the study of contemporary Scotland by U. S. high school students. (JDH)

Addresses the problem of overcoming the prime time commercial TV stereotype (e.g. "Dynasty,""Hill Street Blues," and "Dallas") of the United States as it is learned by European students. Focuses on European perceptions of post-World War II U. S. foreign policy and the damage that policy does to the image of Americans…

English is the subject in which it is most appropriate in Norwegian secondary schools to provide a general introduction to life in the United States. The American studies content of courses taught to students taking one to four years of English is presented. (JDH)

Anthropology and Sociology are the core disciplines in a unit using cumulative concept teaching approach. (SE)

Identifies five major aims for teaching about the United States in European secondary schools. Presents the content of eight themes for achieving these aims: (1) stereotypes; (2) location; (3) environmental diversity; (4) human response; (5) the peopling of the United States; (6) the U. S. political system; (7) the United States as a global power;…

Presents a critical analysis of "An Outline of American Geography," a textbook distributed free to teachers in the United Kingdom and other European countries by the Embassy of the United States. While bias is present in the text, the use of dated material is deemed its most severe shortcoming. (JDH)