"Insults, lies, and whale blood" should be the title for the latest international dispute involving the icy waters of Antarctica. Although this placid and remote area of the world seems to be the last place one might expect to encounter an intense debate between opposing cultures, the dispute is creating a worldwide legal stir that…

In this article, Erika Cook and Aaron Becker suggest teachers travel to "unfamiliar" lands to not only breathe life into global lessons but also to gain new perspectives and experiences as educators. For teachers who dread teaching about an unfamiliar place or culture, Cook and Becker recommend considering the very real opportunities to…

The author had come to Cote d'Ivoire in April 1999 to work for the International Committee of the Red Cross (ICRC), an independent humanitarian organization dedicated to persuading governments to respect the rules of international humanitarian law (IHL), which are found in the Geneva Conventions. These rules provide impartial protection for the…

William Tolley, a teaching fellow with the Choices Program, is the Learning and Innovation Coach and head of history at the International School of Curitiba, Brazil (IB). He writes in this article that he has found that the "Competing Visions of Human Rights" teaching unit, developed by Brown University's Choices Program, provides a…

Although adolescent students often do not have knowledge of specific laws, they usually have a keen sense of justice and fairness. In this article, the author discusses the Universal Declaration of Human Rights (UDHR) as a powerful tool to channel students' sense of fairness into visible actions. Adopted in December 1948 by the General Assembly of…

Twelve years after the 1994 genocide, Rwanda remains a beautiful, but wounded nation. It is a nation full of hope--one comprised of resilient people working to rebuild a nation that was largely destroyed, when 800,000 Tutsis and moderate Hutus were murdered in some 90 days during what is known as the machete genocide. In this article, the author…

Americans are more aware than ever of the interdependence of the global economy. With this awareness comes a need for a better understanding of world economics. (RM)

Surveys the history of the North Atlantic Treaty Organization's (NATO) on the 40th anniversary of the signing of the Treaty. Highlights milestones in the Organization's history of dealing with the Soviet Union, from containment to the Intermediate-Range Nuclear Forces Treaty. Discusses needs, tasks, and challenges that NATO faces in the 1990s.…

Maintains that the United Nations University (UNU) is an international academic organization that plays a unique role in world affairs and in promoting the United Nations' goals of peace and progress. Includes University addresses in Tokyo, New York, and Europe. (CFR)

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)

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)

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)

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)

Maintains how the United Nations, as the world's largest global databank, produces major statistical volumes, results of international research projects, and technical reports for the world's policymakers. Asserts that, many of the UN resources are useful to teachers. Presents an annotated listing of information centers and resources. (CFR)

The Secretary-General of the United Nations discusses the purposes, principles, fundamental values, and organizational structure of that body. Suggests that educators and students must have a basic understanding of what the United Nations does in order to broaden the public support for this world organization. (KO)