Presents an analysis of research on learning about Japan by secondary students. Notes that most studies are concerned with what is being learned about Japan as it is presented in textbooks and instruction rather than exploring the ways students can learn more effectively about Japan. (JDH)

Describes the current social studies curricula of India. Among other items, notes that class size in urban areas is 45+, and that the government-written textbooks stress national integration and the elimination of ethnic prejudice. Concludes that though there are significant differences, many of the same issues and concerns are shared by Indian…

Identifies reasons why social studies educators should improve their teaching about South Korea. Included in the list is the increasing numbers of Koreans being educated in the United States, the summer Olympics in 1988, and the use of Korean culture as a case study demonstrating the effects of cultural transmission and society in transition. (JDH)

A useful way of organizing global history survey courses for undergraduate students is to emphasize the theme of long-distance trade across cultural or civilizational frontiers. Three analytic models accentuate the importance of long-distance trade: (1) the typology of exchange by Karl Polanyi; (2) the concept of the trade diaspora as defined by…

Reports the impressions of an 11th-grade world cultures teacher who visited European Russia and Uzbekistan in August, 1985. Ten major impressions are detailed, among them are (1) the poverty, (2) the sloppiness, (3) the pervasive presence of Lenin, and (4) the cultural importance of the Babushka, the Russian word for grandmother. (JDH)

Part of the "How To Do It" series published by the National Council for the Social Studies, this special insert describes how to encourage the development of a global perspective through the medium of games. Sixteen games from various countries around the world are described. (JDH)

Characterizes American folk wisdom about the teaching of moral behavior. Compares the moral education offered in the Soviet Union, Japan, and India. Reviews Lawrence Kohlberg's theory of moral development and concludes with speculations on the moral development role of religion, autonomy, and the environment. (JDH)

Increasing the range and depth of experiences that children have with people and places that are dissimilar will enable them to more readily accept the differences in the world and will also help them develop sensitivity toward other human beings. (Author/JB)

Recommended ideas and approaches are: selective attention to people, contemporary issues, and basic concepts; content from the social sciences and humanities; comparative methods; encouragement of active student participation using inductive methods; and development of critical thinking skills." (Author/VW)

The author suggests that the Latin American cities can serve as a focus of culture study in elementary grades. describes what is general in the uniqueness" found in the values and life style of Latin American families, politics, culture. Lists items for a classroom and resource library on Latin America for 25 dollars. (VW)

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)