Maintains that many world geography and culture textbooks that deal with Africa present misinformation and misleading generalities. Reviews three recent textbooks--"Insights: Sub-Saharan Africa," by Ella C. Leppert, "People and Progress: A Global History," by Milton Finkelstein, and "World Cultures," by Clarence L.…

Learning activities will help secondary students become aware of Korea as a separate entity in Asia, see Korea as a developing area of the modern world, and gain an appreciation for Korean traditions. (RM)

By viewing approximately two dozen Japanese television commercials, secondary students enrolled in an area studies course about Japan were able to generate tones and impressions reflecting many important experiences of the Japanese society that the course would later explore in more detail. The introductory lesson was very successful. (RM)

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)

"Area studies" are here viewed as "civilization"; the concept is described and specific topics suggested. Area studies may start in the beginning class, using dialogs and role-playing, anticipating real-life situations in the foreign country. A sample teaching unit for grades 8-9 is presented. (Text is in German.) (IFS/WGA)

A number of ways to integrate foreign language education and social studies are given from the perspective of a social studies teacher. An area studies course might include the foreign language component as well as social studies, art, music, and historical perspectives. Such a course would also include special evening and weekend activities.…

A study of the nuclear arms race usually involves curiosity about the Soviet Union. Students want to know about all aspects of the USSR. How teachers can help students see the human side of the Soviets and understand the Soviet point of view is discussed. (RM)

Students at an international school learn the history and geography of their host country, Israel, through an historical narrative communicated through participation in a game activity. (RM)

Area study materials should be factual, contemporary, objective, and designed with regard to the student's level. Content should be limited to material contrasting with, or supplementary to, the students' knowledge. Penguin's series "Connexions" is better than available German texts. (Text is in German.) (IFS/WGA)

Describes a project studying the culture of the People's Republic of China, including two seminars, an in-school experiment with the theme "China yesterday, China today," and three study tours in China focusing on education. (CK)

This document discusses a rationale and alternative strategies for teaching about China. Topics include China as: (1) a communist nation; (2) as a developing economic and political power; (3) as a country with a rich historical and traditional culture; and (4) as a powerful contrast to Eurocentrism. Ideas and institutions are suggested as a core…

Discusses the use of television in university-preparatory schools. The exercises are supplementary to "Deutsch 2000" (M. Hueber, Munich), and deal with land and culture. Three short films are presented, for use in free comment. Examples of grammar, vocabulary and dictation exercises are given. (Text is in German.) (IFS/WGA)

This teaching unit, one of a series of curriculum guides on different world areas for use at the secondary level, treats the culture and history of Russia, oftentimes comparing it with that of the United States. Major teaching objectives are to have students compare and contrast basic geographic, cultural, and historical information on Russia and…

This packet provides an overview of historical and contemporary Mexico. The interdisciplinary lessons for grades 7-12 include history, geography, art, cooperative learning activities, and map work. Worksheets are included. (EH)