This volume brings together a host of scholars to address curriculum development and teaching methodologies for integrang human rights into social work educaon. Contributors discuss the theorecal framework and praccal applicaons of the human rights approach in the areas of diverse human rights orientaons to curriculum development; policy,…

The men of the Breckinridge family have a long history of service to the nation, including many politicians, soldiers, and even a vice president of the United States. But it was a woman in the family, Mary, who had, arguably, the most direct and long-lived impact on those she served. As the founder of the Frontier Nursing Service (FNS) of Eastern…

Various ways of incorporating area studies into the curriculum are examined. The three approaches mentioned in the title are found impractical. The best approach for the foreign language teacher is to put the language first, and bring in area study items where appropriate. (WGA)

Describes a two-phased, 56-hour course derived from the teaching program "Living Newspaper," which aims to integrate linguistic, literary, dramatic-creative, and area study material. The unit is designed for an augmented English (FL) course. Teaching hints for the two phases are given. The newspaper's theme is youth unemployment in Great…

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 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)

This ERIC Digest considers: (1) why U.S. students should learn about Canada; (2) where course content on Canada belongs in the curriculum; and (3) useful strategies and resources to improve the teaching of Canadian studies. The United States and Canada share the world's largest undefended border, and the United States trades more with Canada than…

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)

Discusses the history of rights of the disabled in Canada, describes legal remedies now available to them, and presents a case study technique for teaching secondary social studies students about the rights of disabled persons. The disabled rights movement is an important part of the history of human rights in Canada. (RM)

Advocates the use of infrared satellite maps for geography and social studies instruction above third grade. Teaching ideas with Landsat maps are listed and the costs and ordering sources of the maps provided. (SJL)

Students should study the culture of a nation like Afghanistan because it is intrinsically significant and will help them understand human nature and experience. Teaching approaches and materials are discussed. (RM)

Maintains that students need certain basic data about Africa if they are to appreciate and understand developments there in the present and future. Suggests, with this objective in mind, some cognitive ideas that might be reasonably expected to be understood and retained by middle schoolers. (Author/DB)

Stresses the importance of Atlantic studies within the framework of United States history, European history, and the contemporary world scene. Ways of integrating Atlantic studies into the high school social studies curriculum are suggested. Topics discussed include objectives, audiovisual aids, supplementary reading material, and global political…

Recommends an English children's book series, giving long quotations, and offering appropriate teaching hints for work in area studies. (IFS/WGA)

Suggests guidelines for the teaching of culture and presents a possible classroom vehicle. It is emphasized that while refinements of civilization should not be ignored, culture as perceived by the man on the street should be of central concern, particularly in early states of language study. (EJS)