Belnap, W. Dean (1981). Child Abuse and Neglect: Public Education's Role In Identification and Prevention. When there is evidence of severe child abuse or neglect, the school must be the child's advocate and defender. Basically, child advocacy is concerned with identifying and correcting ongoing practices and policies that violate legal and human rights or that are seriously harmful to children. The main targets are the institutional barriers that prevent individuals from getting the help they need. Advocacy assumes that people have certain basic rights or entitlements; that these rights are definable and enforceable by statutory, administrative, and judicial means; that advocacy is inherently political, and that it is sensitive to the reality that the people on whose behalf advocates work are not taken seriously by those who serve them. The goal of child advocacy is to make it possible for families to raise children the way they see fit. Advocates are not trying to say what is right for the child, but are trying to check the power that decision-makers now have over children's lives. The…

Cary A. Buzzelli; Kevser Koc (2004). The Moral of the Story Is …: Using Children's Literature in Moral Education. Young Children, v59 n1 p92-97 Jan. Moral education is the process whereby teachers and other adults support children's growing understanding of right and wrong, their ability to think critically about how their actions affect the well-being of others, and their expression of values such as caring, respect for others, and responsibility. Children's literature is a useful tool for moral education, centering around concepts of fairness, human welfare, and human rights. Sharing children's literature, supplemented by lively classroom discussions about the moral issues in the stories, is an effective strategy for promoting children's moral development (Krogh & Lamme 1985; Clare & Gallimore 1996; Siu-Runyan 1996). Through literature, children can observe other people's lives, experiences, and various versions of moral conflicts and learn to take others' perspectives. They can also recognize moral and ethical dilemmas by observing the behavior of story characters. This article explores how literature affects… [Direct]

Cousins, Norman (1975). Truth in Government. In this position paper the author examines truth in government. Examination of recent political events, especially in areas of foreign policy, reveals that the government has assumed the right to decide what truths are to be told and when they are to be told. To return to the principles developed by the members of the Constitutional Convention of 1787, the government must become one of laws and not of men. Today it is possible for men in government to become greater than the laws they have sworn to uphold. The problems of secrecy in government will not be solved until increased attention is given to refurbishing and bolstering the basic principles of society. United States foreign policy can no longer be involved in the political games of other countries. Only by rallying around principles that command widespread response–principles concerned with basic human decencies and human rights and not with shadowy balance-of-power and balance-of-power strategies–can the United States… [PDF]

Stone, Frank Andrews (1988). Learning for Change: Approaches to International Development Education. International Development Education Series, Number Five. This book reflects the views and experiences of mid-career educators representing a number of countries who participated in seminars on international development education at the University of Connecticut (Storrs) from 1979-1988. Chapter 1 defines the concepts of international development and global interaction, considers global images, describes the relationship between development and education, and explains the role of international development educators. Chapter 2 provides a literature review of various international development perspectives, while chapter 3 offers instructional suggestions for teaching about: (1) population; (2) food and hunger; (3) human rights and social justice; (4) conflict resolution; and (5) global interdependence and development processes. Chapter 4 provides information on specific international development organizations, and chapter 5 explains how to obtain financial support for international development education-related projects. Chapter 6 identifies… [PDF]

Gottlieb, Julie D. (1987). U.S. Professional Association Initiatives Related to Black South Africans: An Analysis and An Inventory. Information Exchange: Working Paper #2. The nature and level of activity among U.S. private sector groups seeking to expand educational opportunities for black South Africans is examined. The Information Exchange of the Institute of International Education (South African Programs) did research on such categories of organizations as foundations, church groups, educational institutions, corporations, and professional associations. The survey consists of (1) an analysis of U.S. professional association activity geared to assisting black South Africans and to educating U.S. constituencies about South Africa and (2) database entries describing the work of each organization. The inventory lists and describes in detail the participating organizations. Initiative categories are academic support; black labor union development; bursaries (for students inside South Africa); detainee assistance; education in the United States about South Africa; emergency relief; fellowships; health; human rights; internships; leadership development;…

(1981). Oversight Hearings on Equal Employment Opportunity and Affirmative Action. Part 2. Hearings before the Subcommittee on Employment Opportunities of the Committee on Education and Labor. House of Representatives, Ninety-Seventh Congress, First Session (Chicago, Illinois, August 11, and Los Angeles, California, August 14, 1981). These two congressional hearings are part of a series held by the Subcommittee in conjunction with its oversight of the Federal Government's enforcement of equal employment opportunity laws and affirmative action. The first hearing addresses what are perceived to be destructive rather than constructive policy initiatives and program changes in the area of federal contract compliance programs. The second hearing examines the scope and continuing validity of the concept of affirmative action in search of bases for insisting upon the continuation of valid and successful programs. Testimony includes statements and prepared statements, letters, and supplemental material from individuals representing universities; Compliance Division, Illinois Department of Human Rights; Chicago Urban League; California Employment Development Department; Midwest Women's Center; Chinese for Affirmative Action; Levi Strauss and Co.; Los Angeles Basin Equal Opportunity League; United Food and Commercial… [PDF]

(1968). International Consultative Liaison Committee for Literacy. (Second Session, Paris, 3-6 September 1968) Final Report. The report of the International Consultative Liaison Committee for Illiteracy deals with the implementation of its recommendations, reviews experimental literacy programs and activities of non-governmental organizations, and makes further recommendations. Implementation of past suggestions has been limited by demographic explosion, the long-term nature of the action involved, socio-political instability, or failure to secure adequate financial support. Emphasized are: multilateral, bilateral, and other aid for literacy programs, the relationship between human rights and literacy work, the challenge of the absolute increase in illiteracy, and the importance of training literacy instructors and developing suitable teaching methods. Recommendations call for concentration on functional literacy for adolescents, young adults, girls, and women; dissemination of the results from experiments; research and study of different aspects of literacy problems; and provision of reading materials…

(1995). Speaking of Equality: Making Literacy Programs Accessible to People with an Intellectual Disability. A Guide for Tutors and Educators. This guide for literacy tutors and educators provides basic information about people labeled as having an intellectual disability, along with practical teaching strategies and tips on designing inclusive literacy programs. It also raises questions to challenge assumptions and encourage program re-examination. The first four short chapters discuss making the links among literacy, disability, and human rights; the meaning of "people with an intellectual disability"; defining literacy; and what is known about the literacy levels of people with intellectual disabilities. Subsequent chapters focus on: (1) the effects of exclusion from the mainstream, in six personal stories of the lives of people with disabilities; (2) barriers to full participation for these people; (3) specific strategies for tutors and educators; (4) components of successful programs; (5) an outline for using this guide for training; and (6) important themes, relevant readings, discussion guidelines, and… [PDF]

(1993). Academic Freedom and University Autonomy. Papers on Higher Education Series. This volume contains speeches and papers given at the International Conference on Academic Freedom and University Autonomy held in Sinaia, Romania, May 5-7, 1992. Section 1 contains introductory addresses by Federico Mayor, Maitland Stobart, Hinrich Seidel,and Walter Kamba. Section 2 contains 18 papers that address connotations and challenges of academic freedom and university autonomy. Among topics discussed in this context are human rights and academic freedom, the development of international standards concerning the status of higher education teaching personnel, continuing education, leadership, the advancement of knowledge, accountability in multi-university national systems, tensions between public universities and state governments, and academic freedom in the United States. Section 3 contains nine case studies involving the following nations: Hungary, Poland, Russia, Turkey, the United States, Spain, Serbia, and Macedonia. This section also includes three papers on market…

(1985). Population Growth and Hunger. Hearing before the Select Committee on Hunger. House of Representatives, Ninety-Ninth Congress, First Session (June 6, 1985). Recommendations and issues concerning population growth rate and its linkage to hunger and malnutrition, family planning programs and U.S. foreign aid are presented in statements from representatives in Congress from the states of Texas, Michigan, Illinois and New York, and also representatives from World Population Society, the Futures Group, Worldwatch Institute and Population Crisis Committee. The ethical issue of family planning programs with elements of coercion (such as forced abortions) is raised. It is suggested that the critical element in United States foreign aid be voluntary family planning activities that do not violate certain basic principles of human rights. The relationship between population and key resources such as cropland, water, fertilizer, oil, technology and climate is also discussed. Land-use changes associated with population growth, such as deforestation, which in turn affects soil erosion, climate and related environmental change, and consequently food… [PDF]

Birch, Jack W.; Johnstone, B. Kenneth (1975). Mainstreaming–A New Public Policy in Education. The greatest challange in education today is ensuring that all schools are as readily and fully accessible to handicapped children as to the nonhandicapped. From every standpoint, whether that of human rights, economic efficiency, educational effectiveness, or social desirability, the national interest is to serve handicapped children equally with all others. Putting this concept into practice means turning away from the traditional segregation of the handicapped. Mainstreaming–progressively including and maintaining handicapped pupils in regular classes while providing top quality special education for them–has emerged as a key concept in the treatment of the handicapped. Under mainstreaming, the handicapped pupils are the responsibility of regular class teachers who are provided with the support and consultation of special educators. Mainstreaming has emerged for a number of reasons–the labeling of children has been rejected, technical and scientific progress has improved… [PDF]

Furniss, W. Todd (1976). Time for the Houyhnhnms: Personnel Policies and Government Controls. As part of a discussion of academic planning for the future decades, a proposition is offered that there is little likelihood that any good ideas advanced at the conference can be adopted, and bad changes will be made, unless ways are developed for higher education professionals to approach each other more effectively. An example is cited from personal experience with writing guidelines for nondiscriminatory testing procedures for employment, promotion, and other personnel decisions. Difficulties arising from cooperative efforts among government agencies and universities are described. The guidelines themselves, testing procedures, jargon, and backgrounds of individuals involved are all problem areas. A major problem is each side understanding the other's position. Consideration is given to civil and human rights, contract negotiations, faculty promotions, reporting requirements, equal pay for equal work, rigid regulations, grievances, and arbitration. It is concluded that the…

(1972). Seminar on Education for International Understanding. This report presents three seminar papers and associated discussion session reports from the Adelaide seminar which focused on education as it relates to the advancement of international understanding. In the first paper, A. M. Thomas stressed the necessity for continuing cooperation among nations to solve problems of friction and poverty. Education in areas such as human rights could bring progress in international understanding. T. Miller, in the second paper, examined the implications for education of the development of international education. He argued first, that individuals need to be helped through education to develop to their full potential before they can handle concepts of international understanding adequately; secondly, that curriculum units need to be developed which deal satisfactorily with international understanding concepts. The third paper, with an economic bias, presented by Derek Healey, analyzed the community's responsibilities in the development of… [PDF]

Dickman, Irving R., Comp. (1975). Thinking/Learning/Doing Advocacy: A Report on the National Advocacy Project of United Cerebral Palsy Associations, Inc. Described is the National Advocacy Project of the United Cerebral Palsy Association involving demonstration projects and model programs advocating the legal and human rights of the person with a developmental disability and his family. Goals and objectives of the project are listed as follows: improving the effectiveness of agencies and services to disabled children and adults; involving community residents; training and educating professionals, community residents, and consumers in the advocacy approach; identifying and testing advocacy approaches leading to necessary legislation; self-evaluation of the effectiveness of each project model and its components; disseminating the results of the project; and promoting replication of successful models, components, and techniques. Descriptions of project model sites in New York State, San Mateo and Santa Clara Counties, and Milwaukee; and replication sites in Greater Kansas City, Rhode Island, and Illinois are given. Problems and ways to… [PDF]

Fagerli, Oddvar; Lillemyr, Ole Fredrik; Sobstad, Frode (2001). A Global Perspective on Early Childhood Care and Education: A Proposed Model. Action Research in Family and Early Childhood. UNESCO Education Sector Monograph. This monograph describes an alternative model for early childhood care and education involving a complex and integrated system that allows for more collaboration among early childhood care and education activities. The model, with its emphasis on values in all educational practices, is intended to promote a more global and total approach to children's development and hence avoid professional fragmentation. Following a foreword on UNESCO's early childhood initiatives and an introduction, the document discusses: (1) the model's definitions and main perspectives (including value-based theory and practice, a holistic rather than fragmented approach, and a more open educational system); (2) value principles for the model (the Universal Declaration of Human Rights, democracy, multiculturalism, ethical responsibility and accountability, the value of play, and a new professionalism); (3) the issues of play, learning, and development (including children's play as a foundation, the importance… [PDF]

Nziramasanga, Caiphas T. (1995). Political Implications of the Southern African Development Community Agenda on Educational Development in the Region. This paper briefly describes the historical development of the Southern African Development Coordination Conference (SADCC) from its roots in 1980 and examines the work of the Southern African Development Community (SADC) today. The objectives of the SADCC are listed from the 1980 declaration and the achievement of those objectives are assessed. The implications of those objectives for education are analyzed, although the objectives make no direct reference to education. As the human rights agenda formally emerged, education came into the formula. Discussion of problems related to the emergence of educational policies include: (1) the lack of some highly qualified personnel needed for educational development in some areas; (2) the possibility of poaching of qualified personnel from member states; (3) the dissatisfaction with conditions of service by some personnel in some states; (4) weak currencies in some countries which could be exploited to attract the best and most experienced… [PDF]

(1995). Speaking of Equality: Making Literacy Programs Accessible to People with an Intellectual Disability. A Guide for Program Managers and Coordinators. This guide for literacy program managers and coordinators provides basic information about people labeled as having an intellectual disability and offers practical teaching strategies and tips on designing inclusive literacy programs. It also raises questions to encourage re-examination of programs. The first four short chapters are on: making the links among literacy, disability, and human rights; the meaning of "people with an intellectual disability; defining "literacy"; and what is known about the literacy levels of people with an intellectual disability. The subsequent four chapters focus on: (1) the effects of exclusion from the mainstream, in six personal stories of the lives of people with disabilities; (2) barriers to full participation for these people; (3) components of successful programs; and (4) an outline for using this guide for training, which identifies important themes, relevant readings, discussion guidelines, and print and organizational…

(1995). Women's Education & Fertility Behaviour: Recent Evidence from the Demographic and Health Surveys. This study is part of an ongoing research program concerned with the linkages between women's status and fertility. Among the various dimensions of women's status, education deserves special attention, since it largely conditions the quality of women's lives and is highly susceptible to improvement through policy intervention. Although women's education should be promoted primarily on human rights and social justice grounds, it is widely recognized as one of the most promising catalysts of sustained fertility decline. Knowledge on the casual linkages between education and fertility can hence serve as a valuable policy instrument in the context of development planning. This report is a follow-up to an earlier United Nations study in the late 1980s and updates existing knowledge on the direct and indirect linkages between women's education and fertility. The contents of this study include: (1) Introduction; (2) "Data and Methodology"; (3) "Women's Education: Levels and…

Root, Maria P. P., Ed. (1996). The Multiracial Experience: Racial Borders as the New Frontier. The essays in this collection conduct a dialogue about race from a multiracial perspective. The biracial baby boom that began in the 1960s practically guarantees that anyone living in a large American city knows someone who is racially mixed. The contemporary presence of racially mixed people is unmatched in our country's history. These essays explore a multiracial perspective that redefines borders and allows for new types of discussions about race. The 24 essays are grouped according to the major issues of: (1) human rights; (2) identity; (3) blending and flexibility; (4) gender and sexual identity; (5) multicultural education; and (6) the new millennium. Selections in the section on multicultural education consider the field from several perspectives, including a discussion of community network organizations and a framework for conducting multicultural education. Appendixes present a statistical directive for race and ethnic standards for data reporting from the Office of…

Hall, Jenny (1996). School Exchanges: A Tool for Mutual Understanding in a Multicultural Society. Report of the Conference. The sixth meeting of the Council of Europe Network on school links and exchanges, held in Solothurn, Switzerland, from October 5-7, 1995, was attended by delegates from some 30 member states, observers from international and nongovernmental organizations, teacher trainers for school exchanges, and representatives of Swiss institutions and schools. Established 5 years ago on the initiative of the Council of Europe, the network was designed to develop exchanges among schools in all European countries. The Council for Cultural Co-operation (CDCC) is responsible for the Council of Europe's work on education and culture. The CDCC's programs contribute to the organization's three overarching policy objectives for the 1990s: (1) to protect, reinforce, and promote human rights and fundamental freedoms and pluralist democracy; (2) to promote an awareness of European identity; and (3) to search for common responses to the challenges facing European society. This document describes the…

Hinitz, Blythe F.; Stomfay-Stitz, Aline M. (1996). Integration of Peace Education into Multicultural Education/Global Education. This paper presents the view that prevailing resentment against new immigrants and other ethnic minorities has clarified for many educators the need for teaching all students skills to resolve conflicts and reduce violence in schools. The paper advocates that peace education be integrated with multicultural education as a way for students to learn these skills, and elaborates on a multidisciplinary approach to the integration of peace education, including links to psychology and political science. On the premise that a long-term approach to developing peacemakers and conflict resolvers is necessary, as less than half of short-term violence prevention programs have claimed to reduce violence, the paper presents an action plan which includes several approaches: (1) integration of human rights education into the social studies curriculum; (2) enhancement of classroom management/discipline systems that blend cultural diversity with peace education and conflict resolution; and (3)… [PDF]

(1993). African-American Heritage. A Resource Guide for Teachers. Grades 6-8. Draft. This curriculum guide provides teachers with materials on African-American history and culture that include some of the most recent scholarship in the field. The activities and resources assembled do not constitute a comprehensive treatment of African-American history, but they do examine many topics within that history. The volume encompasses six themes: (1) "The African Homeland"; (2) "Nile Valley Civilizations"; (3) "African Empires and Village Societies"; (4) "Africans in the Americas"; (5) "The Struggle for Human Rights"; and (6) "Present and Future." Each theme section opens with background information for the teacher and then lists major ideas and the performance objectives for the theme. Learning activities for each theme provide a development section. Corresponding activity sheets can be duplicated for students and used as the basis for class discussion. The activity sheets contain materials of various types, such… [PDF]

Bollier, David (1989). The Social Impact of Widespread Computer Use: Implications for East-West Relations. Report of an Aspen Institute Conference (Queenstown, Maryland, March 23-25, 1989). Communications and Society Forum Report. On March 1989, the Aspen Institute convened a group of experts to assess Soviet progress in computer and information technologies, their current and likely impact on Soviet society, and appropriate ways for U.S. policymakers to respond. Major issues addressed by conference participants included: Will new information technologies encourage a decentralization of authority in Soviet society? How will the new technologies affect human rights, if at all? How will they affect the Soviet Union's economic prospects? and Can the United States influence any of these computer-related trends through its foreign policies or trade policies? The conference consisted of seven sessions, each of which was devoted to a specific issue. Session titles were: (1) The Social Impact of Computer Use; (2) Computers as Decentralizing Forces? (3) A Portrait of Soviet Computer and Information Technologies; (4) Does Computerization Require an Open Society? (5) Soviet Computer Culture as a Reformist Vanguard? (6)… [PDF]

Hursh, Heidi; Prevedel, Michael (1985). Activities Using the New State of the World Atlas. Grades 7-12. Teachers of social studies, foreign language, science, and journalism will find these learning activities useful in integrating "The New State of the World Atlas" (Simon and Schuster, 1984) into their curriculum. The book is organized into three sections. The first section uses an area studies approach. Activities focus on geopolitical and cultural groups of nations, including Latin America, South Asia, East Asia, Western Europe, the Islamic world, French-speaking nations, newly industrializing countries, and Africa. Stereotypes, similarities and differences, and interrelationships among the nations are explored. The activities in the second section deal with the issues of human rights, labor, rich and poor nations, refugees, separatist movements, the arms race, global environmental problems, and forms of power. In the last section students apply research skills to the "Atlas" as a whole. All the activities involve the use of more than one map and are structured… [PDF]

(1978). Paul Robeson 1898-1976. This tribute to the life and times of a black American, Paul Robeson, chronicles Robeson's success as a scholar, athlete, well-known theater and film actor, singer, and model of black political activism. The document begins by tracing Robeson's family roots; childhood, high school, and college years; and the anti-black climate present in America during the Red Summer of 1919. Following a discussion of Robeson's postgraduate years spent obtaining a law degree, the document details the development of his highly successful acting and singing career and the growing political awareness that led to his later role as a human rights advocate. Throughout the document, personal narratives give readers further insight into Robeson as a person. The final section summarizes Robeson's later years and achievements and presents antecdotal salutes by well-known figures. The document concludes with suggestions for secondary level classroom activities; a bibliography, discography, and filmography;…

Stone, Frank Andrews (1984). Teaching Genocide Awareness in Multicultural Education. Ethnic Studies Bulletin Number Six. Rationales, approaches, and constraints on genocide awareness education at all school levels are discussed. It is critical that students, especially U.S. students who live in a culturally pluralistic society, be made aware of how genocide was perpetrated in the past and of the fact that it is still happening today. A basic genocide awareness glossary is provided. Seven approaches to genocide awareness education are discussed: (1) an international law and world order theme; (2) socio-economic inquiries concerning the causes of genocide; (3) historical studies; (4) affective interpretations based on first-hand accounts; (5) human rights activism; (6) recognition of those who refuse to take part in genocide; and (7) the development of theoretical models of genocide prevention. Four constraints on genocide awareness education are examined: it is uncomfortable and unpopular to teach children about death and destruction; it is politically controversial; there is an ambivalence about U.S…. [PDF]

Gill, David W., Ed. (1997). Should God Get Tenure? Essays on Religion and Higher Education. Essays on the role of religion in higher education include: \Should God Get Tenure?\ (David W. Gill); \On Being a Professor: The Case of Socrates\ (Bruce R. Reichenbach); \Academic Excellence: Cliche or Humanizing Vision?\ (Merold Westphal); \Religion, Science, and the Humanities in the Liberal Arts Curriculum\ (H. Newton Maloney); \Tolstoy and Freud on Our Need for God\ (Robert C. Roberts); \Religious Toleration and Human Rights\ (Paul A. Marshall); Christianity, Higher Education, and Socially Marginalized Voices\ (Lauree Hersch Meyer); \Diversity, Christianity, and Higher Education\ (Robert G. Clouse); \Evangelical Civility and the Academic Calling\ (Richard A. Mouw); \Ethics with and without God\ (David W. Gill); \C. S. Lewis on Eros as a Means of Grace\ (Corbin Scott Carnell); \Faith and Imagination\ (Jill Pelaez Baumgaertner); \Prayer and Higher Education\ (Carnegie Samuel Calian); \What We Can Learn about Higher Education from the Jesuits\ (W. Ward Gasque); \The Evangelical…

Leung, Yan Wing; Print, Murray (1998). A Search for Rational Nationalistic Education in Hong Kong. Many Asian countries have strong elements of nationalistic education in their civic education. In 1996, a year before the return of sovereignty of Hong Kong to China, a new official "Guidelines on Civic Education in Schools" was issued by the Education Department. This document proposes a curriculum framework with equal emphasis on human rights education, education for democracy, education for rule of law, nationalistic education, global education, and education for critical thinking. After July 1997, there has been very strong public pressure for more nationalistic education, and more schools were taking the initiative to implement nationalistic education. This paper attempts to construct a framework to study the understanding of nationalism of teachers implementing nationalistic education in Hong Kong secondary schools and to construct a framework to study whether the practice of nationalistic education in schools is guided by good practice of civic education. The…

Innes, Robert Alexander (2004). \I'm On Home Ground Now. I'm Safe\ Saskatchewan Aboriginal Veterans in the Immediate Postwar Years, 1945-1946. American Indian Quarterly, v28 n3-4 p685-718 Fall. In 1945 the Saskatchewan Aboriginal veterans from World War II returned to a rapidly changing world. The economy was improving dramatically as expanding industries encouraged unprecedented consumerism. In addition, new social values reflected an optimism for the elimination of the social inequality epitomized by Nazi Germany. The new social consciousness culminated with the United Nations' Declaration of Human Rights in 1948. In Canada the postwar years saw the federal government begin to investigate Indian policy reforms. In Saskatchewan the postwar years ushered in a new optimism epitomized by a new provincial government. In 1944 the people of the province of Saskatchewan elected the first socialist government in North America, the Co-operative Commonwealth Federation (CCF). The CCF, elected on the slogan \humanity first,\ began examining the possibility of implementing an Aboriginal policy. The change of economic, social, and political environment in Canada immediately after the… [Direct]

(1986). Elementary Social Studies: Alaska Curriculum Guide. Second Edition. This guide represents a synthesis of input from many sources, both Alaskan and national. The critical components of a social studies education (knowledge, democratic beliefs and values, and skills) are incorporated throughout the guide which also features the concepts of justice, equality, responsibility, rule of law, freedom, diversity, privacy, and international human rights. The themes included for grades 1-6 are: identity, culture, environment, change, citizenship/government, scarcity, and interdependence. The goal of this focus is to illustrate how people and places interact, how people of differing areas depend on each other, and how people and places fit into a global community. Social studies for the 7th and 8th grade are offered as distinct content courses with a 7th grade concentration in geography/Alaksa geography, and an 8th grade focus on United States history. The themes included in this comprehensive 8th grade course are: exploration and expansion, development of… [PDF]