Presents a teacher-developed handout intended to serve as a vehicle for discussion and the primary means of teaching the concept of ethnocentrism. The handout describes a fictitious foreign culture. (Author/AV)

Provides an introduction to the global education and textbook theme articles in this issue, giving special attention to the National Council for the Social Studies curriculum guidelines. Reviews literature on international political socialization and textbook content and draws implications for achieving a more positive and accurate global…

Reviews difficulties publishers have in adequately representing world regions. Recommends that teachers: (1) use textbooks analytically, (2) provide alternative perspectives, (3) use supplementary materials, (4) incorporate analysis of mass media, (5) take advantage of local resources, and (6) continuously examine and modify their social studies…

Discusses the usefulness of the United Nations. Contends that there is no international political body that can cause sovereign states to follow rules they do not accept. Notes that the United Nations has not yet been able to prevent or end a war. Suggests that many UN members resent U.S. power and influence. (KO)

Presents a classroom exercise, "The Forced Migration Game," where students select three countries they would prefer to migrate to and three they would not like to migrate to. Explains the aim is to launch courses dealing with the study of other cultures. Includes three imperatives for studying other cultures. (CMK)

Reviews myths, misconceptions, and unintentional biases about Africa in United States K-12 social studies textbooks. Summarizes common topics and recommends additions. Provides the names, addresses and phone numbers of 10 university-based African Studies centers. Concludes that improvements to textbooks must continue. (JDH)

Surveys the existing treatment of Asia in upper elementary and secondary social studies textbooks. Treats improvements needed in such areas as: (1) global issues important to Asia, (2) content and approach, (3) economics and politics, (4) geography and resources, (5) international relations, and (6) treatment of subregions. Provides a…

Explains how literary sources can help students understand the culture of other countries and give them insights into their own personalities and society. Describes an unbalanced American history course to indicate how bias can influence views of history and culture. ( Author/DB)

Notes the problematical elements of diversity within Latin America, establishes priorities for the social studies curriculum, and reviews what should be taught about its geography, resources, people, religion, customs, economics, politics, history, and international relationships. Lists Latin American Studies programs and published instructional…

Reviews the shortcomings of existing textbooks' treatments of the Middle East and suggests a more balanced approach. The areas covered are: geography, resources, people, economics, politics, colonialism, independence movements, international relations, and religions and customs. Identifies instructional resources for teachers and students. (JDH)

Points out problems in planning a social studies curriculum that will prepare Japanese society for the 21st Century. Claiming that the current curricula is ethnocentric, looks at objectives and teaching strategies for developing a global approach. Recommends development of a global information network to increase awareness of the interrelatedness…

Criticizes the American Federation of Teachers publication, "Education for Democracy." Argues that the terms democracy, freedom, and rights are not clearly defined. Emphasizes the political nature of the document and the ethnocentrism represented by the writing. Makes suggestions for improvement. (KO)

Advocates teaching about the Vietnam war from a holistic, global perspective. Argues that ignorance of Vietnamese cultural history carries over from the war effort to current social studies practices. Urges reconceptualizing knowledge about Vietnam to see it as a place with cultural traditions of its own. (CH)

Presents an activity designed to assist students in examining and reflecting on their personal values. Argues that students need to know themselves to explore the values of others and to develop an open-minded perspective on the cultural values of others. (DB)

Finds that the National Commission on Social Studies in the Schools' report, "Charting a Course: Social Studies for the 21st Century," emphasis on multiethnic perspectives is sparse and sporadic. Observes that its chronological approach to history and textbook emphasis discourages understanding of ethnicity. Criticizes teacher education…