This social studies unit of study will help high school students learn about the geography of South Africa. Such a geographic background is necessary if students are to learn about apartheid, South Africa's system of racial domination. (RM)

Human rights issues need to be taught in the context of Western civilization values, using literature and history sources, and not as separate courses based on newsworthy events. Students need to appreciate the desirability of democratic governments and the complexities of introducing democracy to nations lacking political and legal traditions. (9…

In the last decade, human rights has become a highly visible isssue in United States foreign policy. Schools can't sidestep this controversy, since human rights concerns are an inextricable part of U.S. political heritage. Schools can use a number of teaching approaches to help students understand the complexities and contradictions involved. (2…

Places the new right's censorship activities into a larger political and social context. Highlights the differences between feminist and antiracist concerns about textbook content and right wing book banning. Suggests ways to defend academic freedom. (SK)

Talking with others, especially people with different viewpoints, about matters of public and common concern is a basic pro-democracy skill and act. For that reason, teaching young people how to participate more effectively in discussions of controversial public issues (CPI) has long been a major goal of social studies educators. In most social…

The nature of materials produced by social science projects are examined with respect to the spectra of opinion about what the social studies should be. The author concludes that these cool" materials (value-free social science through guided inquiry) belong in the midst of investigation of controversial issues. (JB)

Reports on the results of a survey of rural midwestern, fifth- and sixth-grade parents' perceptions of elementary social studies to see if their perceptions were consistent with "Revised National Council for the Social Studies (NCSS) Curriculum Guidelines." (AH)

Looks at an approach to history which challenges the views beginning college students generally hold about American or world history in order to help them develop habits of independent, self-motivated study. Looks at the problems students have with the approach and the ways teachers can help students adjust. (AYC)

The teaching of ethics or controversial issues in health education must meet two criteria: (1) The controversy must be addressed from various viewpoints; and (2) The issues must involve questions of right and wrong. Examples of values clarification activities are given. (JN)

Recounts events surrounding a superintendent's decision to confiscate an anthology from a senior English literature course because of a few words in one of the poems. (TB)

Reports on results of a teacher's experiment in book burning as a lesson accompanying the teaching of Ray Bradbury's "Fahrenheit 451." Discusses student reactions and the purpose of or justification for the experimental lesson. (TB)

Focuses on children of the 21st century and their books, both of which have changed dramatically over the past decade. Suggests that teachers and librarians need to recognize and understand the implications of these changes in children and their books in order to provide a reading environment to which children will readily relate and in which they…

The article briefly reviews the research and controversy concerning sex education for handicapped children and offers five guidelines including build self-esteem, answer questions clearly and accurately, avoid threats and jokes, and respect children's privacy. (DB)

Offers a theoretical and political framework for teaching gender and racial issues in a literature course. Discusses the goals of increasing students' awareness of these issues and ways in which the theoretical framework can be used to address specific works of drama, fiction, and poetry. (DMM)

Proposes guidelines for Catholic religious educators to distinguish between acceptable and unacceptable theological pluralism, and infallible and non-infallible religious teachings. Considers personal theological competence to be essential in dealing with dissenting ideas in the classroom. (DMM)