Practical advice on teaching about genocide is provided. Specific learning activities to help secondary students arrive at a more experiential awareness of such inhumanity are suggested. (RM)

How students and teachers in a private secondary school started a chapter of Amnesty International, the international human rights organization that received the 1977 Nobel Prize for Peace, is described. The many positive results of the experience are discussed. (RM)

The following resources are cited in this annotated bibliography dealing with human rights: general references (background readings for teachers and students); classroom materials; fiction; audiovisuals; periodicals; and organizations and associations dedicated to the investigation of human rights infractions or education and communication on…

In this unit of study secondary students learn about Raoul Wallenberg, the human rights crusader who protected thousands of Hungarian Jews from Nazi persecution. A primary source document from the National Archives--a letter written to President Truman by Guy von Dardel concerning the disappearance of his brother--is provided. (RM)

A content analysis of essays written by students from Great Britain and the United States on the topic "What I have heard about Adolf Hitler" showed that today's youth have only a very superficial knowledge about the events surrounding Hitler and Nazism. (RM)

An historical perspective concerning what counts as curriculum and as curriculum making is presented. Despite various refinements and increasing sophistication over the decades, there is little to show for curriculum efforts in terms of major changes in social studies classroom practices and student learning. (RM)

The American Association of Museum's report, "Museums for a New Century," offers 16 recommendations to guide museum professionals as they plan for the future. Implications for social studies education, in particular history instruction, are discussed. (RM)

An historical analysis of U.S. productivity policy shows that there is no justification for panic. But history also tells us that the vanguard is a vulnerable place. It may take enormous investment and innovation efforts for the United States to maintain its standing as the first among productivity leaders. (RM)

An examination of Hilda Taba's work mirrors changing concerns in the agenda of the National Council for the Social Studies since 1935. Three phases of her work are discussed: (1) problem solving, critical thinking, and decision making; (2) intergroup, intercultural, and multicultural education; and (3) maintaining the integrity of the disciplines.…

Folksongs can be used with all students at all grade levels. Teacher guidelines are provided and three musical themes--whaling in New England, the California Gold Rush, and loggers and lumbering--are used to illustrate how to use folksongs in the classroom. (RM)

The social upheaval of the Great Depression and the U.S. reaction to World War II are analyzed to demonstrate how country music songs, artists, and composers can help students gain historical insights. Songs appropriate for studying these two topics in U.S. history are listed. (RM)

Five "rock music as history" teaching units, each revolving around a particular socio-political theme, are presented. The themes are civil authorities, military involvements, the public education system, railroads, and representative government. (RM)

In this activity for secondary social studies students both rock and country-western music are used to analyze the different views held about the Vietnam War for nearly a decade. Specific songs are suggested. (RM)

The place of non-Western cultural studies in elementary social studies is examined, and possible student and teacher reactions to those cultures and to the various forms that ethnocentrism takes are identified. What research says regarding ways to reduce elementary classroom ethnocentrism is discussed. (RM)

Social studies education must provide social participation in a democratic community. Myths about cross-sex communication are examined, research findings on children's peer interactions are discussed, and strategies that social studies teachers can implement to increase cross-sex interaction in the classroom are suggested. (RM)