The insidious nature of the apartheid system in South Africa is described, and what individuals and nations can do to end it is suggested. (RM)

Recent estimates suggest that 40 percent of the people around the world do not enjoy basic civil liberties and human rights. Among indigenous people--sometimes called aboriginals, native peoples, or tribal peoples--this percentage is much greater. Why and how indigenous peoples continue to be victims of oppression is discussed. (RM)

The fate of the individual who is singled out for oppression is explored. Specific examples are provided. International organizations trying to keep the issue of human rights before the public are described. (RM)

Sagan, who lost her family to the Nazi terror during World War II, tells the story of her membership in the French Resistance and how she came to dedicate her life to the protection of human rights. (RM)

Morality as an enduring element in United States foreign policy is discussed. In order to strengthen the steady purpose and responsible involvement of the American people, human rights policy must be presented in the context of a realistic assessment of world affairs. (RM)

The relationship between civil rights and human rights is clarified. It is inconsistent for the United States to espouse civil rights at home and support undemocratic, fascist, or communist governments abroad that violate human rights. We must insist that our government use its leverage in places like South Africa. (RM)

The differences between the prophetic and the political role in human rights policy are discussed. Those who resort solely to moral indignation to combat oppression are not only naive, but ineffective. (RM)

How some nations are motivated by political or geo-political considerations when denouncing human rights abuses is examined. Examples from US and Russian foreign policies are discussed. (RM)

A human rights thread is an essential part of the social studies curriculum for (1) developing citizens with a global perspective; (2) fostering social studies goals in the areas of knowledge, abilities, valuing, and social participation; and (3) contributing to the development of democratic attitudes. (RM)

When teachers raise the subject of human rights, they must do so in a realistic manner that takes into account the complexities involved. To teach this topic sentimentally or superficially is to mislead young citizens about the nature of world politics and foreign policy. (RM)

Key psychological considerations that teachers should weigh when teaching children and adolescents about human rights are discussed. Specific examples of classroom practices are provided. (RM)

Early childhood books that are concerned with peace and that highlight peaceful solutions to difficult problems are described in this bibliographic essay. Books that oppose violence and stories that have a peaceful, soothing nature could become balancing factors in young children's exposure to scenes of violence and threats of war. (RM)

The potential dangers teachers face when their classes begin to study human rights are discussed and advice on how to minimize the dangers are offered. (RM)

The 10 principles of the document "The Declaration of the Rights of the Child and the Child's Declaration of Rights and Responsibilities" are used in this elementary teaching unit. Following each principle, a "right" and a "responsibility" are listed. Children discuss the document. Additional activities and resources are also suggested. (RM)

Torture is a worldwide, not an isolated, phenomenon. It is epidemic in the world. A human rights unit for high school students on torture as a tool of the state is presented. An interdisciplinary approach, involving social studies and language arts, is used. (RM)