This comparative educational study aims to analyze the values in the Sachunterricht (Social Studies) 1/2 textbook in Germany and in the 2nd-grade Social Studies textbook in Turkey according to the "Basic Human Values Theory". For this purpose, the method of the study is the case study design, which is a qualitative research design, and…

Multiculturalism that is a natural consequence of the phenomenon of globalization is a reality that nations cannot ignore nowadays. The social studies course is of special importance at the point of multicultural education. Therefore, there is a need to educate teachers who will teach this lesson consciously and sensitively. This study was…

This study explores pre-service teachers' beliefs about citizenship across two nations, the United States and Singapore; the nature of their conversation about those beliefs; and the impact of their cross-cultural dialog on their reflections about the citizenship goal of social studies. Data is based on a Black Board-based threaded dialog, over…

Proposes a definition of a culturally pluralistic democratic society and suggests that there can be no final reconciliation of ethnic identification and melting-pot pressures. Examines the role public education must play to enhance ethnic identity while promoting societal cohesion. (JDH)

Argues that because the United States is culturally diverse, the nation must be vigilant in passing on to new generations a common political culture. Reviews evidence that schools have failed to teach about the common political culture and offers recommendations for correcting this failure. (JDH)

Reviews recent and historical immigration trends in the United States focusing in particular on education. Argues that schooling of immigrants must result in their ability to compute, read, write, and speak standard U.S. English, and to express and to act on the nation's democratic beliefs and ideals. (JDH)

This supplement offers activity worksheets for classroom lessons on cultural pluralism. Four lessons for various grade levels are provided. The lessons give students an opportunity to explore who they are and to examine how they are similar to or different from their peers. (JDH)

Argues the importance of teaching students about the common culture of our diverse democracy. States that this common culture is composed of the democratic, work, and Judeo-Christian ethics. Describes how these ethics function to help preserve and transmit our common culture. (JDH)

Offers a brief history of cultural pluralism in the United States and how education has responded to meet the challenges it presented. Differentiates multicultural education from multiethnic and international education. Recommends curriculum adaptations, parental involvement, and continued advocacy for multicultural education. (JDH)

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)

Asserts that folktales from around the world can be used in the elementary social studies classroom to teach about cultural traits. Discusses types of folktales and recommends instructional procedures and classroom activities. Maintains that studying folktales can increase children's awareness of moral and social issues. (CFR)

Maintains that elementary social studies teachers who wish to engage students in the social studies must see educational technology as both instructional tools and as content. Concludes that technological literacy will become as important as science or civic literacy. (ACM)

Examines the pedagogic concept of cultural pluralism and outlines specific methods for implementing the concept in the social studies curriculum. Identifies and analyzes various forms of cultural biases, reviewing means for identifying such biases, and presenting remedies for eliminating them from the instructional setting. (LS)

Describes cultural attributes of Latin America and Latin American youth and how law-related education can be used effectively in Latin American cultures. Provides a definition of justice and asserts that Latin America is an area where there are generalized situations of injustice. Includes brief overviews of six Andean nations. (CFR)

Formal curriculum guidelines reflect prevailing understandings and political will, and help to shape the resources available for implemented curriculum. The understandings embodied in such public curriculum reinforce patterns of social violence and injustice, yet at the same time may provide diverse students with opportunities to develop…