(1989). Thinking about the Soviet Union. In the United States, educators have had difficulty teaching about the Soviet Union. Students are often ignorant of the historical circumstances that have affected the U.S./Soviet relationship, and they are often miseducated by stereotypes they encounter in popular culture. This curriculum explores the government and economy of the Soviet Union, the nature of communism, human rights, Glasnost and Perestroika, and U.S. schools of thought about the Soviet Union. The pedagogical emphasis is on dialogue, critical thinking, and informed decision making. Students analyze political cartoons, media reports, philosophical and political writings, and government documents to achieve a new understanding of the Soviet Union, and so develop alternatives to the Cold War view of U.S./Soviet relations. A broad range of U.S. and Soviet perspectives is provided, allowing students to form their own opinions and enabling teachers and students to remain flexible in the face of dramatic, fast-breaking…
(1975). Adoption and Foster Care, 1975. Hearings Before the Subcommittee on Children and Youth of the Committee on Labor and Public Welfare, United States Senate, Ninety-Fourth Congress, First Session. This book contains the transcripts of four hearings of the Senate Subcommittee on Children and Youth which considered the issues of baby selling and adoption of children with special needs. Through interviews with professionals in adoption and child welfare, attorneys, and parents, the committee explored the dimensions of the problems as well as the existing and proposed federal policies which affect the adoption of children and their placement in foster homes. Two hearings on baby selling examined the issue of human rights; the extent and cost of "black market" adoptions (including the extent of involvement of doctors and lawyers); and the problems with the ways legal adoptions are handled. The two hearings on the adoption of children with special needs focused on consideration of Senate bill 1593 (the proposed Opportunities for Adoption Act of 1975) in addition to other existing and proposed federal legislation. Official statements of witnesses and numerous supporting…
(1969). Social Studies Resources for Inclusion of Negro History and Culture in the Dade County Curriculum. The guide is intended to help social studies teachers incorporate activities and materials into the curriculum that reflect the role of the Negro in history, and to encourage the development of student understanding of Negro history and culture. Suggested units are: Race and Culture, African Heritage, The Legacy of Slavery, Striving for Freedom, Twentieth Century Struggle for Civil and Human Rights, and The New Negro Movement: Freedom Now. Material resources are described and learning activities are suggested for each grade level 7 through 12. They are related to concepts in these particular courses: Basic Education and Civics 7, World Cultural Geography 9, American History 8 and 11, World History, Psychology, Sociology, United States Government, and Economics 12. The units, activities, and materials could be used to support a one semester, half-credit, elective course in Negro History and Culture. A 16-page annotated bibliography of books and a list of social studies consultants… [PDF]
(1961). Mass Media in the Developing Countries; A Unesco Report to the United Nations. Reports and Papers on Mass Communication, Number 33. There is statistical evidence to show that the expansion of a nation's economy is paralleled by the expansion of its media. Almost 70 per cent of the world's population, spread over 100 countries, does not have basic mass information facilities. These areas are always underdeveloped and lack facilities for formal education. It is a principle of the United Nations that freedom of information is a basic human right, and that is the reason for this report. It describes past efforts, both by special agencies and by United Nations organs, to develop information media, and sketches the problems of developing information media in society, focusing on the problems as they exist in South East Asia, Latin America, Africa, the Middle East, and other areas. It offers recommendations, first in general terms, and then according to media: news agencies, press, radio, film, and television. The report concludes with a discussion about financing a development program. References are provided…. [PDF]
(1995). Legacy: Challenging Lessons in Civics and Citizenship. This is a collection of lesson plans on civic education designed for all levels of gifted students and written by teachers from across the U.S. The 25 teachers submitting lessons to the compilation are a part of the LEGACY (Linking Educators and the Gifted with Attorneys for Civics: Yes!) project. The lessons involve students in the study of the origins and evolution of the U.S. system of government, how and why the legal system operates as it does, and the roles of politicians, lawyers, judges, and citizens in ensuring effective and responsible government. Topics range from specific constitutional issues such as search and seizure, equal protection, and due process to more general lessons on human rights, comparative law, and literature and the law. Lessons generally include a brief overview, objectives, materials needed, instructional activities, and suggestions for evaluation. The document also contains brief descriptions of national law-related education (LRE) programs that can…
(2004). Documentaries for the Classroom. Teacher Librarian, v32 n2 p48 Dec. Showing a documentary film in the classroom without preparation for follow-up by the teacher is never a good idea. A documentary film, no matter how good, cannot take the place of a teacher. Films cannot ask questions or stimulate discussion. Their primary purpose is to clarify and enhance a teacher's teaching on a particular area of study. Documentary videos are a tool. How effective they are as a tool depends on the teacher and the film's ability to communicate its message. A video needs to be relevant, well made and able to make a lasting impression on students. Care must be taken, therefore, to select a good video that ties in with the specific lesson plan. This article provides a list of documentary films that could prove useful in stimulating thought provoking discussion in high school classrooms on subjects such as Human Rights, introduce elementary students to the solar system, or stimulate artistic expression in grades 2-5….
(2005). From Moral Exclusion to Moral Inclusion: Theory for Teaching Peace. Theory Into Practice, v44 n4 p303-318. This article presents Moral Exclusion Theory as a way to systematize the study of complex issues in peace education and to challenge the thinking that supports oppressive social structures. The authors define its 2 key concepts: moral exclusion, the limited applicability of justice underlying destructive conflicts and difficult social problems; and moral inclusion, the emphasis on fairness, resource sharing, and concern for the well-being of all underlying peace building. They demonstrate the relevance of Moral Exclusion Theory in 4 key areas of peace education: (a) education for coexistence, (b) education for human rights, (c) education for gender equality, and (d) education for environmentalism. They then describe 2 common issues faced by schools, bullying and textbook bias, to demonstrate that moral exclusion is common and how students and staff can redress it. The article concludes with the challenge to use peace education as a tool for moral inclusion and for bringing about a… [Direct]
(2004). Prosocial Behaviour and Political Culture among Australian Secondary School Students. International Education Journal, v5 n1 p9-25. This study investigates the extent to which forms of prosocial behaviour and values of social responsibility are related to various domains of political culture among Australian youth. Using data from a survey of 1311 senior secondary students from the ACT and South Australia, it was found that 14 per cent had participated in one or more volunteer activities and 26 per cent scored highly on social responsibility values. Furthermore, it was found that at least one or the other of these prosocial measures was positively related to five of the six domains of political culture, the exception being the feeling of political efficacy. Students who were prosocial also manifested higher levels of political knowledge, political awareness, political activism experience, and positive attitudes towards political freedoms and towards human rights. The implications of these findings for family practices and school programs for volunteer activities and for the instilling of a sense of social… [PDF] [PDF]
(2004). Globalisations, Social Movement Unionism and New Internationalisms: The Role of Strategic Learning in the Transformation of the Municipal Workers Union of EMCALI. Globalisation, Societies and Education, v2 n2 p161-190 Jul. The paper explores processes of social movement learning within SINTRAEMCALI, a public service trade union in the South West of Colombia, which has successfully prevented a series of attempts by the national government to privatise public utilities. The paper develops the concept of "strategic learning" and applies it to an exploration of the transformation of SINTRAEMCALI from a narrow "corporate" trade union focused on the defence of members' particular interests, to a "social movement union" that linked workers and local communities in the defence of public services and operated on a range of scales from the local to the global. It argues that a strategy based on a material critique of privatisation, mass mobilization and human rights defence, emerged out of a process of "strategic learning" firmly located in a detailed analysis of the complex military, political and social relations that exist in contemporary Colombia. (Contains 1 figure… [Direct]
(2009). Moral Intelligence in the Schools. Online Submission, Paper presented at the Annual Meeting of the Michigan Academy of Sciences, Arts and Letters (Detroit, MI, Mar 20, 2009). Moral intelligence is newer and less studied than the more established cognitive, emotional and social intelligences, but has great potential to improve our understanding of learning and behavior. Moral intelligence refers to the ability to apply ethical principles to personal goals, values and actions. The construct of moral intelligence consists of four competencies related to integrity, three to responsibility, two to forgiveness, and one to compassion. Morally intelligent leaders and teachers in schools will be supporting, respecting and caring, and engendering those qualities in their students. This paper will explore what moral intelligence looks like and how it can be taught to leaders, teachers and children. Its relationship to character and ethical behavior, as well as the other intelligences will be discussed. By developing greater moral intelligence, benefits to the schools and the society will result in organizations that are more positive, improved relationships and… [PDF]
(1986). Suggested Learner Outcomes: Language Arts, Math, Reading, Science, Social Studies. Grades 1-8. 2nd Edition. In an effort to establish clear goals and objectives for helping students achieve desired outcomes, this guide provides learner outcomes for programs in language arts, mathematics, reading, science, and social studies at grade levels 1-8. Many learner outcomes are accompanied by a descriptive statement. Learner outcomes are explicated in the language arts program for spelling, handwriting, composition, grammar, literature, speaking, and listening. The basis for the learner outcomes in the mathematics program are directed toward the development of problem solving capacity on the part of the student. The reading program learner outcomes outline the necessary skills to form the reading process. Learner outcomes provided for the areas of the science program include: (1) general science, (2) life science, (3) earth science, and (4) physical science. The learner outcomes and descriptive statements presented for social studies are closely aligned with current efforts to establish greater…
(1946). First National Conference on Citizenship. Presented are general session and discussion group reports from a citizenship conference held in Philadelphia in May, 1946. Directed by the National Citizenship Committee of the National Education Association, the conference provided an opportunity for political, business, educational, and religious leaders to discuss benefits and responsibilities of citizenship during the period following World War II. Specific objectives of the conference were to clarify leadership responsibilities in the area of citizenship and to define the role of education in helping citizens become responsible political participants. The 50 conference speakers included college deans, superintendents of schools, the mayor of Philadelphia, government officials, members of the clergy, state governors, corporation presidents, labor leaders, senators, foundation spokesmen, and citizens council representatives. Topics discussed included characteristics of good citizenship, world community, social change, duties of… [PDF]
(2006). The Dimensions of the Right to Education for Inclusion Throughout Life. Convergence, v39 n2-3 p109-121. The "education for inclusion" concept has made people more and more aware of the complex dimension of the inclusion/exclusion binomial. The lack of access to education, apart from being a violation of a human right, is the primary and most obvious form of exclusion. But, according to this author, there is also a symbolic exclusion, promoted through different cultural codes, that is based on other variables such as gender, race/ethnicity, social class, sexual orientation and identity, origin, and so on. The education systems of the twentieth century have homogenised, that is to say, they have not taken into account differences. They have not been able to understand or assume the multidimensionality of human beings. They have not understood yet that difference is what makes everyone equal. In this article, the author discusses the dimensions of the right to education for inclusion. She shares some ideas and reflections that have been developed by the Gender and Education… [Direct]
(1974). Humanizing Education in the Seventies: Imperatives and Strategies. The National Education Association Council on Human Relations annual conference on civil and human rights in education provides a forum for teachers, principals, superintendents, and representatives of government agencies, civil rights organizations, and community groups to exchange views about controversial educational issues. The 1974 theme, humanizing education, is discussed in the following speeches and reports: Introduction by George W. Jones; the keynote speech, A Humane Environment: A Search for New Understandings by Luvern L. Cunningham; Reaction by representatives of the NEA's Asian, Black, Chicano, First American, and Women's Caucuses; Imperatives and Strategies for Organizing Schools to Serve Students Humanely by Jean D. Grambs; Imperatives and Strategies for Organizing Schools to Serve Their Communities by Herschell \Ace\ Sahmaunt; Imperatives and Strategies for Reforming Higher Education to Produce Humane Educators by Tomas A. Arciniega; Imperatives and Strategies for… [PDF]
(1979). Educational Research in Relation to the Rights of the Child (Les Sciences De L'Education en Relation Aux Droits De L'Enfant). This collection of 24 articles explores how educational research, programs and policies in several countries are related to the issue of children's rights. Several of the collected articles focus on aspects of children's experience and development. Group membership, children's right to happiness, the development of an optimistic outlook among children, students' responsibilities, growing up at school, socialization, personality development, psychological effects of educational programs on immigrant children, the position of the teacher discussing controversial issues, the orientation of children toward work, child abuse and neglect, the human rights of the juvenile delinquent, and individual differences of children are among the topics discussed. Some of the articles explore social conditions and describe institutional practices. The relationship of class differences and equality of opportunity, educational practices and the rights of infants, education in the German Democratic…