Lickona, Thomas, Ed.; And Others (1973). Open Education: Increasing Alternatives for Teachers and Children. Proceedings of the Conference on Open Education April, 1972. Educational Alternatives: A Sourcebook, v1 n1-2 Spring-Fall. This document is a collection of essays on open education, the results of the Conference on Open Education held in April 1972 at the State University of New York College at Cortland. The title of the conference, \Increasing Alternatives for Teachers and Children,\ suggests the underlying theme for all the essays in this volume: respect for persons. As the preface states, open education is a moral statement about the worth, the individuality, the dignity, and the human rights of everyone involved in the educational enterprise. There are 26 essays in this volume, covering topics such as open classrooms versus open schools, teacher centers as an open approach to changine schools, structure in the open classroom, record keeping in the open classroom, the informalization of higher education, and open education in a closed society. (JA)… [PDF]

(1976). Youth. [International Planned Parenthood Federation Bibliography Series No. 29]. The items in this bibliography are intended to give those working with youth an idea of what has been achieved and what remains to be done. The document includes organizations concerned with youth, and books and monographs arranged according to subject areas. The bibliography is selective and includes primarily materials published since 1970. Subject areas include: (1) Youth Work and Policy; (2) Youth and Human Rights; (3) Youth and Environment; (4) Youth and Employment; (5) Participation of Youth in Development; (6) Overview of Youth Programmes in Family Planning/Population; (7) Youth Involvement in Population/Family Planning Programmes; (8) Education and Development; (9) Population Education – Educators; (10) Population Education – Youth; (11) Adolescent Sexual Behavior; (12) Sex Education – Educators; (13) Sex Education Books for Young People; and (14) Contraceptive Handbooks. (RH)… [PDF]

Lewis, Edward; McBride, Lawrence W. (1996). The Bloomington-Normal Black History Project: Desegregating the Schools. Expanded Lesson Plan. This paper presents an expanded lesson plan for "The Bloomington-Normal Black History Project." This is a revised and expanded version of one of the six items that constituted the earlier work. The objectives are to analyze a primary source document, recognize the importance of individuals who made a difference in community history, and understand the significance of the past in shaping present attitudes. The paper presents a synopsis of the James A. Chase et al. v. David Stephenson et al. (1874) case addressing desegregation in the schools. Also addressed are community values and social institutions, as well as conflict resolution of human rights issues. Copies of newspaper articles related to the case and documents pertaining to the court ruling are a part of the lesson plan. (EH)… [PDF]

Baba, Takuya (2002). Significance of Ethnomathematical Research: Towards International Cooperation with the Developing Countries. Development assistance was started for the sake of reconstruction of Europe shattered by World War II, and turned its attention to north- south problems starting at the Development Decade by the United Nations in 1960. In spite of all the efforts the international community has made, the situation for poor countries seems to have worsened and many insurmountable problems still lie ahead. \World Declaration on Education for All\ (UNESCO, 1990) has changed the course of international cooperation and intends to address this global issue with attention to education as human rights and the potentiality of local culture. Verb- based curriculum in this paper is meant to activate the potentiality contained in ethnomathematical activities based upon the idea of universal activities, and substantiates the basic learning needs described in the declaration. (Contains 21 references.) (Author/MM)… [PDF]

Resnick, David (2004). A Case Study in Jewish Moral Education: (Non-)Rape of the Beautiful Captive. Journal of Moral Education, v33 n3 p307-319 Sep. The challenge of teaching classic religious texts with flawed moral messages from a contemporary point of view is examined in the case of the Beautiful Captive of War (Deuteronomy 21:10-14). A moral dilemma is generated by contradictory ethical stands within the Jewish tradition, between which students have to choose. This dilemma is explored in the context of a kind of religious education which strives for critical commitment to sacred tradition . That kind of education is analysed for its roots in self-persuasion, moral agency in complex social settings and an educational philosophy based on norms and conscience. Other issues explored are sexual education, international human rights, the relationship of abstract moral vignettes to real-life situations and behaviour and the relationship of religious to moral education…. [Direct]

Derryberry, W. Pitt; Thoma, Stephen J. (2005). Functional Differences: Comparing Moral Judgement Developmental Phases of Consolidation and Transition. Journal of Moral Education, v34 n1 p89-106 Mar. Applying Snyder and Feldman's 1984 consolidation-transition model to moral judgement development has enabled further understanding of how moral judgement translates to moral functioning. In this study, 178 college students were identified as being in consolidated versus transitional phases of moral judgement development using Rest's Defining Issues Test (DIT). Participant moral functioning was inferred through an honest decision-making index along with Attitudes Towards Human Rights Inventory (ATHRI) and Volunteer Functions Inventory (VFI) scores. Multivariate Analyses of Variance revealed that the consolidated group was significantly more honest than the transitional group. No differences attributable to moral judgement phase were seen for ATHRI and VFI scores. Findings support the claim that consolidated phases improve the explanatory power of moral judgement for certain moral functional outcomes–particularly those involving ambiguity and minimal time for decision-making…. [Direct]

Closson, Rosemary B. (2005). An Adult Education Practitioner in Africa: An Opportunity for Relearning. Adult Learning, v16 n1-2 p20-22 Win 2005-Spr. The author became interested in international adult education as a result of being in a doctoral program at Florida State University, where the adult education doctorate was very closely aligned with the International Intercultural Development Education (IIDE) program. In this article, the author describes her experiences working as international adult education practitioner in Africa and delves into the very practical matters of helping people learn how to purify water, store vegetables, become adept at reading, sustain human rights, be anti-HIV, care for orphans, live ethically, exemplify management practices, raise funds, and build internal capacity. She shares insights regarding the power of nonformal education to profoundly change adult lives and the future of nations. For those interested in international adult education, the author suggests volunteering with the International Foundation for Education and Self-Help (IFESH)…. [Direct]

Reitsma-Street, Marge (2004). Radical Pragmatism: Prevention and Intervention with Girls in Conflict with the Law. Child & Youth Services, v26 n2 p119-137. The article introduces radical pragmatism, an approach to working with girls in conflict with the law based on experience, research, and theory, including an analysis of the structural and gendered inequities in which girls live and make choices. There are three components. First, abolish punitive practices and stereotypes that do not attend to girls' requirements of well-being. Second, expand what does work, including the effective, efficient community and school programs that prevent crime and promote well-being as well as differential interventions and compensatory, restorative initiatives for individual girls and groups. Third, politicize the need for equity and human rights by listening to what girls say they require to heal the hurts and prevent additional ones and by ensuring parity in funds and programs that build on what girls require. (Contains 1 table.)… [Direct]

Komesaroff, Linda (2005). Going to Court over Education: Researcher as Expert Witness. Education and the Law, v17 n4 p137-153 Dec. Over the past decade, a growing number of complaints have been made against Australian education authorities over the language of instruction used to teach deaf children. The complaints, made under the "Disability Discrimination Act", were lodged with the Human Rights and Equal Opportunity Commission for investigation and possible conciliation. When conciliation failed, two of these cases continued to the Federal Court of Australia. An analysis of court transcripts and the determinations made by the Federal Court is presented in this paper. The focus of analysis is the way in which researchers who appeared as expert witnesses in these cases were positioned by counsels for the respondents. Foremost among the findings was the way in which researchers, whose work challenged the approach taken by the education authorities, were represented as being political…. [Direct]

Shibata, Masako (2006). Assumptions and Implications of Cross-National Attraction in Education: The Case of "Learning from Japan". Oxford Review of Education, v32 n5 p649-663 Nov. This article deals with the assumptions and implications of the Malaysian policy for "learning from Japan". The article explores the ways in which this policy has effectively been operated in drawing a new geography of "Asia", dislodging colonial legacies in the region and countering the consolidation of other regional blocs. Cross-national educational interaction has increasingly been a key issue in international relations. After the end of the Cold War, the traffic of people, commodities and information is blocked less and less by the barriers of state political ideologies, and has begun to hinge on new notions of boundaries. Free trade blocs are formed by agreements among "neighbours", sharing economic advantage and the quality of basic values, such as "democracy" and "human rights". Such communal values play a powerful role in the redefinition of "us" and the legitimisation of regional societies. The vigour of… [Direct]

Donnelly, Mary Beth (2006). Educating Students about the Holocaust: A Survey of Teaching Practices. Social Education, v70 n1 p51-54 Jan-Feb. More than half a century has passed since the horrific events of the Holocaust took place, but images of the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany are no less shocking than they were 60 years ago. Any discussion of the Holocaust inevitably leads to questions not only of how and why this event occurred in the modern era but, more importantly, how the legacy of the Holocaust can continue to raise international awareness of human rights abuses and genocide. One way of achieving this awareness is by providing holocaust education to the nation's young people. While this objective has obtained widespread support, there has been an absence of reliable nationwide information on how the Holocaust is actually taught in U.S. schools. This article attempts to fill that gap by presenting the results of a yearlong study commissioned by the United States Holocaust Memorial Museum of teaching practices in Holocaust education in the nation's… [Direct]

(1996). Current Issues: Critical Issues Confronting the Nation and the World. 1997 Edition [and] Teacher's Guide. This student text and teacher's guide feature current events and policy issues that are in discussion today. The books offer background on 20 important domestic and foreign policy issues and present arguments from both sides of key issues. The books are divided into three sections. Section 1, \The Federal Government,\ contains: (1) \The Clinton Administration\; (2) \The Congress\; and (3) \The Supreme Court.\ Section 2, \Domestic Policy Issues,\ includes: (1) \The Budget Deficit\; (2) \Constitutional Rights\; (3) \Crime and Drugs\; (4) \The Economy\; (5) \Education\; (6) \The Environment\; (7) \Health Care\; (8) \Immigration\; (9) \Poverty\; and (10) \Women and Minorities.\ Section 3, \Foreign Policy Issues,\ contains: (1) \Defense\; (2) \Democracy and Human Rights\; (3)\International Trade\; (4) \Nuclear Proliferation\; (5) \World Poverty and U.S. Foreign Aid\; (6) \East Asia\; (7) \Europe\; (8) \Latin America\; (9) \The Middle East\; and (10) \Russia.\ (EH)…

Knudson, Jerry (1974). Whatever Became of "The Pursuit of Happiness"? The U.S. Press and Social Revolution in Latin America. This paper examines treatment by the U.S. press of the Mexican, Cuban, and Chilean revolutions from a historical perspective, both using original research and synthesizing the research of others. On balance, the U.S. media have reported or commented on Latin American social revolutions mainly by exploiting sensation and ridicule. Economic interests probably predispose the U.S. press toward a conservative stance. Perhaps more significant, however, is the cultural conception of individual reporters and editors that the U.S. political system of representative democracy is inextricably bound up with the economic system of private ownership of property. Most U.S. reporters have a difficult time covering social revolution simply because it is alien to their experience. They tend to regard the world as a giant police court where property rights take precedence over human rights. (Author/TO)… [PDF]

(1982). Race Relations: New Perspectives, New Delivery Systems for Education. Summary and Recommendations Section of the Proceedings of the Conference on Race Relations and Education (Toronto, Ontario, Canada, January 28-29, 1982). The Race Relations Division of the Ontario (Canada) Human Rights Commission states its primary goal as that of helping the institutional sector of the society to deal with problems of racism and racial discrimination. In order to forward the belief that responsibility for promoting race relations lies with key government agencies and institutions in Ontario society, a conference was held in January 1982, to discuss the promotion of racial harmony and equality within educational systems. This report summarizes the content of the conference. Five major issues are reviewed: (1) assessing and streaming of immigrant and visible minority students; (2) how curriculum can promote positive race relations; (3) developing effective race relations programs for students and teachers; (4) augmenting good school-community relations in a multiracial society; and (5) developing and implementing race relations policies. Conference participants' recommendations are outlined. (GC)…

Lum, Lydia (2006). Working outside the System. Diverse: Issues in Higher Education, v22 n26 p26-27 Feb. This article features the life of Yuri Kochiyama as a social, political and civil rights activist. Kochiyama is one of many whose social, political and civil rights activism was inspired by Malcolm X. She is one of the few non-Blacks often associated with him and has forged multi-ethnic coalitions, especially between Asian Americans and Blacks. An 84-year-old Nisei–American-born child of immigrant parents–Kochiyama is one of the most prominent Asian American activists who emerged from the 1960s. She has championed human rights, protested racial inequality and supported political prisoners worldwide, often doing mundane but important behind-the-scenes work. Interned during World War II, Kochiyama has likened the ordeal to the segregation of Blacks. While Kochiyama was often the only Asian American at African-American protests, Blacks welcomed her, concluding that she wanted only to participate, not usurp their leadership. They respected her grunt work, whether writing newsletter… [Direct]

Landers, Barb, Ed.; And Others (1980). Toward Equity: Effective Title IX Strategies, K-Postsecondary. This exhaustive treatment of sex equity in education is designed to provide background on and insights into the sex equity in education movement as well as information and strategies for developing the skills needed to carry out the mandates of Title IX. The book includes a discussion of the legal aspects of Title IX, of procedures for implementing the law, and of the handling of negative public attitudes, financial support, instructional materials, and human rights issues. In addition, it addresses the specific concerns and roles of administrators, community members, counselors, instructional personnel, media specialists, physical education teachers, postsecondary personnel, student activity directors, and vocational educators. Specific issues, target populations, projected outcomes, change strategies, constraints, suggested action, and resources are identified for each group. Finally, the book lists human, nonprint, and print resources available to those interested in sex equity… [PDF]

Seim, Roland (2000). Between Freedom of the Media and Intrusions of Censorship in German Popular Culture. This paper gives an overview of censorship in Germany. The paper recognizes that between the human right and constitutional law of freedom of speech, art, and press on the one side and the social life of man which must be ensured on the other side, the right of free expression can clash with human dignity. It discusses which books, films, records, etc. are totally banned in Germany, and the reasons for this occurrence, noting that the main ground for book banning is Nazi propaganda. It also states that the restrictions on the publication and distribution of "suspicious material" in every genre of popular culture demonstrate the desire and the different and often subtle forms of governmental, religious, and social censorship. The book then suggests three books which focus on the media in Germany for further information about the structure, conditions, and function of censorship. (NKA)… [PDF]

(2008). Education from a Gender Equality Perspective. US Agency for International Development Education is universally acknowledged to benefit individuals and promote national development. Educating females and males produces similar increases in their subsequent earnings and expands future opportunities and choices for both boys and girls. However, educating girls produces many additional socio-economic gains that benefit entire societies. These benefits include increased economic productivity, higher family incomes, delayed marriages, reduced fertility rates, and improved health and survival rates for infants and children. Over the years, education has focused on access and parity–that is, closing the enrollment gap between girls and boys–while insufficient attention has been paid to retention and achievement or the quality and relevance of education. Providing a quality, relevant education leads to improved enrollment and retention, but also helps to ensure that boys and girls are able to fully realize the benefits of education. The primary focus on girls' access to… [PDF]

Armandt, Kristen; Dixit, Ravi; Fitzpatrick, Michael; Garrido, Marco; Leslie, Eric; Marcelino, Sandra; McQueen, Cyrus Malik, III; Murray, Nancy; Prince, Marisa; Rego, Luis; White-Hammond, Mariama; Wong, Helen (1997). Highways into the Past: History, Organizing & Power. A Project HIP-HOP Resource for High School Students. This curriculum, developed by a project titled \Highways into the Past, History, Organizing, and Power\ (HIP-HOP), discusses the meaning of \race\ in the United States and outlines the history of the civil rights movement. This resource begins with a unit that traces the concept of race as a social invention that reflects a social reality. The second and third units describe what life was like for African Americans after the period of Reconstruction and why a movement for civil and human rights was necessary. The fourth unit concentrates on the often-unnamed youth heroes who organized to resist injustice and inequality through their civil rights work. The fifth unit focuses on the way the civil rights movement has broadened into a fight for economic justice. This unit conveys a sense of what remains to be done in the fight for equality. (Contains 27 references.) (SLD)… [PDF]

Khawaja, Mabel (2001). Herman Melville's "Benito Cereno": A Cognitive Approach in Search of Illusions and Allusions. For one Fulbright lecturer teaching Herman Melville's novel "Benito Cereno" at the University of Tunis (North Africa), the setting appeared to be ideal for a United States novel course. "Benito Cereno", for the most part, takes place on a large ship carrying slaves. Eventually, the slaves revolt against their Spanish masters and demand to be taken back to Africa from whence they came. Hence, a great deal of the book concerns the African culture. Although Tunisia takes pride in its diversity of heritage, the lecturer realized she knew little about the challenge of interpreting the truth embodied in Melville's masterpiece. The diversity of student perspectives engaged the class in a complex analysis of three characters who were competing for heroic stature, and in determining heroic traits through behavioral attitudes and actions of the novella's major characters, the search was for knowledge that is prized for "its greater exactness." The cross-cultural…

(1976). Implementation of the Recommendation Concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms. Report of a Meeting of Experts Held at Unesco House (Paris, France, March 15-19, 1976). Proceedings from a Unesco conference on international education are presented. Cross-cultural comparisons among Unesco countries are offered and methods of implementation of Unesco recommendations concerning peace education and human rights are suggested. The report is presented in seven sections: (1) general observations on the Unesco recommendations; (2) problem-oriented approaches to peace education on preprimary, primary, and secondary levels; (3) comparison of teacher education in Unesco member countries and recommended ways to strengthen training programs in the direction of international understanding; (4) methods of promoting international understanding in higher education, such as interdisciplinary approaches, an international student body, and emphasis on peace research; (5) international educational experiences for adults and out-of-school youth, such as work camps, voluntary service activities, exchanges, community betterment projects, and art festivals; (6) equipment… [PDF]

Manley-Casimir, Michael E.; Sussel, Terri A. (1986). Special Children and the Charter: Constitutional Implications for the Legal Right to an Appropriate Education. A Report Submitted to the Human Rights Law Fund, Department of Justice. The 1982 Canadian Charter of Rights and Freedoms guarantees equal protection and equal benefit of the law to all individuals without discrimination "and, in particular, without discrimination based on…mental or physical handicap." This report identifies and clarifies policy-making questions and issues that are arising as educators translate the law into viable policies and programs for handicapped children. The report is divided into the following sections: (1) an overview of legislative and judicial trends in accommodating handicapped children's right to an appropriate education; (2) a survey of public interest group responses to current provincial legislative policies and programs for handicapped children (including representative examples of how these individuals and groups perceive current legislative initiatives); (3) an overview of recent United States constitutional and legislative developments in handicapped education and a discussion of Canadian legal trends in… [PDF]

Terzian, Shelley (2010). Curriculum Reform in Post-Soviet Armenia: Balancing Local and Global Contexts in Armenian Secondary Schools. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. Structured according to the conceptual frameworks of nationalism and globalization, this study examined relationships between and among the Armenian Ministry of Education, the World Bank, the Open Society Institute Assistance Foundation-Armenia, and Armenian secondary school teachers and principals from 1991 to the present. Each group played a central role, developing and implementing the Armenian National Curriculum and State Standard for Secondary Education throughout the education system. Using Laurence Neuman's inductive approach to open, axial, and final coding, this qualitative case study investigated the global and national groups that produced the Armenian National Curriculum (the Curriculum) and the State Standard for Secondary Education (SSSE) [W. Lawrence Neuman, "Social Research Methods: Qualitative and Quantitative Approaches" (3rd edition) (Needham Heights: A Viacom Company, 1997), 206-209]. Analysis of the Curriculum and the SSSE provided an understanding… [Direct]

Gois, William (2007). Migration and Adult Education. Convergence, v40 n3-4 p217-224. The objective of this paper is to highlight the role of adult education as a tool in addressing labour migration issues, specifically those concerning the protection of migrant workers' rights and the transformation of the impact of migration into positive holistic developmental gains. The view of labour migration as a means to forge the economic stability of countries in this era of neo-liberal globalisation has put migrant workers at a highly vulnerable position open to persistent forms of exploitation and abuse. Issues that revolve around this topic have been the subject of many international discourse which has led to the formation of national migration regulations/policies, as well as bilateral and regional agreements between states in an attempt to respond to the urgent needs of migrant workers and manage their migration while continuing to benefit from the process. However, migration controls alone have not been progressive in resolving the core problems of labour migration… [Direct]

Kerckhoff, Richard K.; Leupp, Timothy (1983). The Swiss Equal Rights Amendment: A Case Study. The Swiss legal system has been openly protective of male privilege while the American system has traditionally claimed to support equality for all people. Yet the Swiss have succeeded in passing an equal rights amendment in a short time and with little national discord. Because of the nature of their political process, the Swiss were able to move much more quickly than the Americans. Amendments in that country are determined by popular vote, which in this case was held in 1981. Several other political and social factors facilitated passage of the amendment. Well-organized support geared the campaign to the mood of the nation. The amendment was promoted as a humanitarian move which insured human rights rather than womens' rights specifically. Supporters adopted a nonaggressive approach attuned to the traditional attitudes of the Swiss population. Moreover, all political parties, with the exception of the extreme right, supported the amendment. A final consideration concerns the…

Micou, Ann M. (1990). U.S. Foundation Funding for Change in South Africa: An Update. South African Information Exchange Working Paper Number 10. The South African Information Exchange (SAIE) has published an update of 35 existing organizations who are engaged in funding initiatives for specific areas of South African and United States educational exchange programs. One list is alphabetical by such program categories as: academic exchange, academic support, adult education, advocacy, agriculture, alternative education, bridging education, bursaries (internal), business development, church leadership development, community development, conflict resolution, curriculum development, detainee assistance, distance education, emergency relief, employment, English as a Second Language, faculty fellowships, family planning, health, housing, human rights, leadership development, legal education/representation, literacy, management, materials development, numeracy, nutrition, outreach programs, political action, publications, race relations, refugee education/assistance research, rural education, scholarships (external), secondary… [PDF]

(1994). Educational Equity Initiatives in the Ontario Universities, 1994, Committee on Employment and Educational Equity. This report presents brief descriptions of programs and activities initiated by member institutions of the Council of Ontario Universities to enhance access and retention of students and staff who have traditionally been underrepresented in the universities. Program and activity descriptions are grouped into 10 categories, which include: (1) policy initiatives regarding access, admission, awards, educational equity, harassment, and human rights; (2) special reports; (3) outreach; (4) recruitment, admission, and retention; (5) academic programs, such as initiatives in business, Canadian studies, education, engineering, health and life sciences, history, language, law, Native studies, social work, and women's studies; (6) awards and scholarship; (7) accommodations, such as building improvements and allocation of space and time; (8) special services, such as services to enhance the living environment, academic support services, and community education on equity group issues; (9)…

(1992). Canadian Politics and Government: A Guide to Reference Sources. This guide introduces reference works available in the McGill University libraries that are relevant to the study of Canadian politics and government. Although some important sources with an historical approach are mentioned, the emphasis here is on material for contemporary politics. The materials are listed in eight categories: (1) Encyclopedias and Handbooks; (2) Yearbooks and Annual Reviews; (3) Almanacs and Directories (general and government programs and services); (4) Statistics; (5) Dictionaries; (6) Biographical Sources; (7) Indexes (general, periodical, newspapers and current awareness surveys, government documents, and theses); and (8) Topical Bibliographies and Surveys (general bibliographies, arms control and disarmament, civil/human rights, the constitution, elections, external relations, intergovernmental relations, nationalism, native peoples–government policy, political parties, public administration and finance, and women). Information provided for each item… [PDF]

(1991). Selection and Challenge of Learning Resources. This guide is published by the Ministry of Education and the Ministry Responsible for Multiculturalism and Human Rights in British Columbia for use in the schools. It is divided into three main sections: Part I–selection of learning resources on both the provincial and local levels; Part II–challenges to and complaints about recommended resources; Part III–appendices, which include an educational resource materials order schedule, evaluation forms used at the provincial level, a samples annotation, a sample local resource selection policy, Educational Resources Advisory Committee terms of reference, a complaint form for provincially authorized or recommended resources, and copyright information. An extensive learning resources evaluation guide is also appended. It contains in-depth evaluation forms; checklists; and evaluation criteria that take into account instructional and technical design, multicultural representation, and special needs of handicapped learners in learning…

Hursh, Heidi; Prevedel, Michael (1983). Activities Using "The State of the World Atlas." Grades 7-12. International Understanding Series. Secondary school teachers in a variety of disciplines will find the teaching activities in this handbook useful in integrating the "State of the World Atlas" into their curricula. Following an activity which introduces students to the atlas, content is divided into three sections focusing on area studies, issues, and research skills. Nine activities in the section on area studies examine geopolitical and cultural groups of nations as well as stereotypes, similarities and differences, and interrelationships among nations. Students consider global issues such as human rights, the wealth of nations, refugees, separatist movements, and the arms race in the section on issues. The section on research contains three activities for applying research skills to the atlas and a list of supplementary activities. Student handouts to accompany activities are provided in a separate section at the end of the book. (LP)… [PDF]