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)

Eight recent monographs and collections on area and culture study in foreign language teaching are discussed and compared. The focus is on the various authors' definitions of the topic (culture, civilization, realia, etc.). Mentioned also is the function of area study in the course. (Text is in German.) (IFS/WGA)

A study of Japanese ways of coping with pollution, urbanization, and industrialization offers an opportunity for the social studies student to gain intercultural perspectives on the continuing problems of a modernizing society. Three perspectives on ways of coping are presented to illustrate the concept. (Author/JH)

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…

To motivate students in the study of Asia at a time when interest in the East has declined but interaction increased, the author makes nine specific suggestions to secondary school teachers involving in-class exploration, outside experts, and cultural representatives. (JH)

Discusses nine articles dealing with area study and gives hints for treatment of various topics within the field of area studies. (Text is in German.) (IFS/WGA)

An interdisciplinary course can offer new dimensions to both teaching and learning, but along with freedom there must be discipline. (Editor)

Article shows how a visitor from another country enriched a social studies program; describes methods used, and the results gained with these methods. (RB)

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)

Like religious studies, Jewish studies is an academic exploration of literature, ritual, history, philosophy, and experience across disciplinary boundaries. As with all area studies, Jewish studies balances itself--often precariously--as a bridge across that range of methodological options. The breadth of theories employed by each has complicated…

A model lesson is presented based on the four basic operations of inquiry: defining a problem; hypothesizing answers; testing hypotheses; and, drawing conclusions. The lesson begins with the question, what are the people of the world like, refined to, what are the Hausa like. (DB)

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)