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Discusses the political diversity of the Caribbean. Focuses on historical issues such as the impact of colonial rule and distinctive political regimes. Explains four types of Caribbean society and considers the role of political leaders. Explores the interplay of community and insularity in the Caribbean. (CMK)

Reconsiders the Caribbean as an origin-point of the modern global system. Discusses the conquests and colonization of the Caribbean; the slavery system and racial distinctions; the post-emancipation society; and culture, Creolization, and the concept of movement as features of Caribbean society. Provides a bibliography. (CMK)

Profiles Liberia, the West African nation patterned after the United States and colonized with freed U.S. slaves in the early 19th century. Reviews the country's history and its eruption into civil strife in 1990, showing how tensions have often characterized relationships between Liberians of different ethnic identities. (MJP)

Articulates many reasons to teach about Sub-Saharan Africa in social studies classes. Although the region will become increasingly important because of global interdependence, it suffers widespread misunderstanding concerning its history and culture. Discusses the region's need for economic development and the quest for political democracy. (MJP)

Analyzes social and economic challenges facing the Caribbean region. Examines colonialism's legacy, factors contributing to emigration, and social stratification. Emphasizes difficulties in self-determination created historically by externally introduced ideas, continuing U.S. hegemony, and cultural, racial, and ethnic differences. Provides maps of the region. (CH)

Surveys the existing treatment of Asia in upper elementary and secondary social studies textbooks. Treats improvements needed in such areas as: (1) global issues important to Asia, (2) content and approach, (3) economics and politics, (4) geography and resources, (5) international relations, and (6) treatment of subregions. Provides a comprehensive list of Asian Study Centers and instructional materials. (JDH)

Notes the problematical elements of diversity within Latin America, establishes priorities for the social studies curriculum, and reviews what should be taught about its geography, resources, people, religion, customs, economics, politics, history, and international relationships. Lists Latin American Studies programs and published instructional resources. (JDH)

Reviews myths, misconceptions, and unintentional biases about Africa in United States K-12 social studies textbooks. Summarizes common topics and recommends additions. Provides the names, addresses and phone numbers of 10 university-based African Studies centers. Concludes that improvements to textbooks must continue. (JDH)

Reviews the shortcomings of existing textbooks' treatments of the Middle East and suggests a more balanced approach. The areas covered are: geography, resources, people, economics, politics, colonialism, independence movements, international relations, and religions and customs. Identifies instructional resources for teachers and students. (JDH)

Describes realities of "gutter education," the term applied to segregated education for blacks under apartheid in South Africa. Exposes efforts to control learning of students, including excessive use of rote learning methods and state-mandated content exams which promote the status quo. Notes lack of black students' cooperation with such methods. Details efforts to reform existing system of black education. (JDH)

Provides four learning activities for upper elementary grade level students. The activities are designed to help students learn about the history of South Africa, learn the meaning of apartheid, understand how apartheid would affect their lives, and practice citizenship participation skills by writing either a government official or a U.S. company operating in South Africa. (JDH)

This article presents eight letters written by young South Africans which describe what they think United States students should learn about their country. (JDH)

Maintains that United States foreign policy toward South Africa has been "found wanting" since 1948. Focuses on the failure of President Reagan's policy of "constructive engagement," and details what must be done to bring about an end to apartheid. (JDH)

Describes the striking dichotomy of South Africa's beauty and the squalor resulting from the apartheid policies of the government. Reviews reactions of black South Africans to recent constitutional changes and details efforts to secure more sweeping reform. Includes stories of several individuals who have taken actions which oppose the system of apartheid. (JDH)

Presents the results of an interview which asked 15 South Africans what United States teachers should be teaching about South Africa. Correlates the eight major points made by the South Africans with the contents of the theme articles in this issue of SOCIAL EDUCATION. Includes a list of curriculum materials which covers the issues teachers should be addressing. (JDH)

The teachers of second languages and the teachers of social studies share a weighty responsibility to help students move toward global understanding and multicultural awareness. Possible areas of cooperation between the two disciplines, as well as constraints, are discussed. (RM)

To support the hypothesis that much misinformation and many stereotypic attitudes are presented about Africa to elementary school pupils, the article analyzes 10 readers for African content and assesses effects of an African content intervention strategy on elementary school students. (DB)

Contains a collection of comments by Russians about their country and the U.S.; gives questions for discussion with secondary and college students. The statements serve to stimulate discussion and, together with additional study, may provide valuable information about the life style and living conditions in the Soviet Union. (AM)

Describes six alternatives to the one-year chronological survey course on world history in secondary grades. The alternatives are topical or thematic courses, conceptual or generalization-centered courses, world regions or world cultures courses, problems approach courses, case study courses, and depth studies or patch-work courses. (RM)

Suggests ways in which the rich resources of African arts--literature, sculpture, music, dance, theater--can be made more accessible to elementary and secondary social studies classrooms. A bibliography of print and nonprint materials is also provided. (RM)

A teacher developed multidisciplinary unit for teaching elementary and secondary students about Tanzania (Africa) is described. The unit can involve students and teachers from geography, economics, history, language arts, mathematics, literature, and art courses. (RM)

The dynamism of Africa's role in world history, recent work in African economic history, the role of women, and the African colonial period are discussed. Various aspects of this history can be integrated easily into existing social studies courses. (RM)

Presents resource materials on the Caribbean for teachers and students. Lists works in the following areas: nonfiction for secondary students; background information and teacher guides; fiction by Caribbean writers; fiction anthologies; and poetry. Also identifies sources for books, films, and school district publications. (CH)

Describes the community of Monteverde, a small town located in the Tilaran Mountains of Costa Rica, that was founded by a group of Quaker families. Indicates the importance of community as a means to an achievement of shared purposes and the many smaller communities that all contribute to the sustainable development of Monteverde. (CMK)

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)

Offers learning activities on South Africa, which help students gain background information on South Africa's culture, history, and geography; examine United States foreign policy toward South Africa; conduct community research on United States involvement with South Africa; confront different life styles of individuals living in South Africa; and realize different perspectives White and Black South Africans have toward apartheid. (JDH)