Laney, James D.; And Others (1988). Classroom Applications: Lesson Plans for Your Files. Social Studies Texan, v4 n2 p16-22 Spr-Sum. Lesson plans include an application by James D. Laney for teaching the concept of economic scarcity to first graders, and an activity requiring seventh graders to report on the origins of Texas towns by Pat Hazlett. Glenda Hayes and the Center for Civic Education offer activities for U.S. history, U.S. government, and world history. (LS)…

Barcena, Fernando; And Others (1993). The Ethical Dimension of Teaching: A Review and a Proposal. Journal of Moral Education, v22 n3 p241-52. Maintains that there is an ethical dimension of teaching as an educational activity. Asserts that educators must avoid the errors of considering the ethical dimension as an alternative approach to education as a technical action. Suggests that a human rights framework be used to derive ethical content. (CFR)…

Chalk, Frank; Jonassohn, Kurt (1991). Genocide: An Historical Overview. Social Education, v55 n2 p92-96,129 Feb. Exploring the historical origins of genocide, finds it has been practiced worldwide throughout history. Points out that genocide is the ultimate violation of human rights. Outlines legal definitions and identifies twentieth-century genocides. Examines common features of ideological genocides and presents questions for class discussion. (NL)…

Grace, Andre P.; Wells, Kristopher (2006). The Quest for a Queer Inclusive Cultural Ethics: Setting Directions for Teachers' Preservice and Continuing Professional Development. New Directions for Adult and Continuing Education, n112 p51-61 Win. This chapter examines changes in preservice and continuing teacher professional development that are aimed at addressing sexual minority issues in schools as students' learning places and teachers' workplaces. (Contains 1 note.)… [Direct]

Alridge, Derrick P. (2006). The Limits of Master Narratives in History Textbooks: An Analysis of Representations of Martin Luther King, Jr. Teachers College Record, v108 n4 p662-686 Apr. In this study, I argue that American history textbooks present discrete, heroic, one-dimensional, and neatly packaged master narratives that deny students a complex, realistic, and rich understanding of people and events in American history. In making this argument, I examine the master narratives of Martin Luther King, Jr., in high school history textbooks and show how textbooks present prescribed, oversimplified, and uncontroversial narratives of King that obscure important elements in King's life and thought. Such master narratives, I contend, permeate most history textbooks and deny students critical lenses through which to examine, analyze, and interpret social issues today. The article concludes with suggestions about how teachers might begin to address the current problem of master narratives and offer alternative approaches to presenting U.S. history…. [Direct]

Barber, Carolyn; Torney-Purta, Judith; Wilkenfeld, Britt (2006). Differences in the Civic Knowledge and Attitudes of Adolescents in the United States by Immigrant Status and Hispanic Background. Prospects: Quarterly Review of Comparative Education, v36 n3 p343-354 Sep. This analysis aims to explore within one country (United States) whether there are differences in preparation for citizenship between students who are immigrant and those who are native-born and between students who come from Hispanic background and those who do not. This is a first step toward shaping further analysis of the civic education of immigrants using the IEA Civic Education Study's data. The analysis reveals that there are significant differences favouring students who are neither immigrants nor Hispanic in knowledge of civic content and concepts, in understanding democracy, in possessing the skills necessary to understand political communications, in expressing positive attitudes toward the nation, and in expressing protectionist attitudes toward the nation. Controlling for home language and age of entry to the country reduces the size of these differences for all scales except protectionist attitudes toward the nation. Immigrant and Hispanic students are much more likely… [Direct]

Benton, Thomas H. (2006). Love Me; I Celebrate Diversity. Chronicle of Higher Education, v53 n16 pC1 Dec. According to this author, by now everyone in America has learned to celebrate diversity. People do so to signify that they are a good person, they are hip, trendy, and "down with the program." He claims, however, that in academe, the word "diversity" still functions as a rhetorical trump card, always uttered with the tonal implication that the speaker is taking some kind of brave moral stand. The author examines the consequences of the mantra of diversity losing its oppositional stance and becoming just a ritual profession of faith. He further argues that academe can deal with its avowed concerns with social justice more effectively and honestly than it presently does, and, in the process, it might be able to save affirmative action. Lastly, he contends that for an educational setting to become truly diverse, it must take many variables into account, particularly class, or it will, in the end, just become a magnifier of social inequality and a source of… [Direct]

Barber, Carolyn H.; Torney-Purta, Judith; Wilkenfeld, Britt (2007). Latino Adolescents' Civic Development in the United States: Research Results from the IEA Civic Education Study. Journal of Youth and Adolescence, v36 n2 p111-125 Feb. Many studies have reported gaps between Latino and non-Latino adolescents in academic and political outcomes. The current study presents possible explanations for such gaps, both at the individual and school level. Hierarchical linear modeling is employed to examine data from 2,811 American ninth graders (approximately 14 years of age) who had participated in the IEA Civic Education study. Analyses of large data bases enable the consideration of individual characteristics and experiences, as well as the context of classrooms and schools. In comparison with non-Latino students, Latino adolescents report more positive attitudes toward immigrants' rights but have lower civic knowledge and expected civic participation. These differences were apparent even when controlling for language, country of birth, and political discussions with parents. School characteristics that explain a portion of this gap include open classroom climate and time devoted to study of political topics and… [Direct]

Brzakalik, Krystayna; And Others (1993). Life in a Democratic Society: A Primary School Civics Course for Poland. This document summarizes a civics course for primary schools in Poland, grades 6-8. The curriculum was developed as part of the Education for Democratic Citizenship in Poland Project, a cooperative effort of the Polish Ministry of National Education and the Mershon Center, The Ohio State University (United States). The project aims to help schools and teachers educate succeeding generations of Polish youth to be active, competent citizens committed to democratic values. The curriculum includes over 80 detailed lesson plans. The document is divided into two sections. The first consists of unit and lesson titles, and lesson abstracts. The second part is made up of sample lessons. The curriculum has five units: (1) local government, which includes fighting unemployment, different interest groups, water, garbage, influencing decisions, day care, budget decisions, neighborhood, local campaigns and elections, problem solving and responsibilities of local government; (2) principles of… [PDF]

Burman, Barbara; Rakestraw, Leslie (1982). The Don't Panic Book: What to Expect in an Encounter with the Police and the Juvenile Justice System in New Mexico. The rights of youth in New Mexico if they are arrested and accused of an illegal act are described. Emphasis is on situations they may encounter, what choices they have, and what they can do to help themselves. Although written specifically for youth in New Mexico, the book can easily be used or adapted for use with youth in other states. Situations include: possession of marijuana, shoplifting, joyriding, possession of alcohol, drag racing, using fake identification, glue and solvent sniffing, taking someone else's property, curfew violation, driving without a license, a family fight, vandalism, a fight, a border search, a bad joke, a bad cop, burglary, and a summary of the juvenile system. A list of agencies in New Mexico that might be willing to answer questions and give information is included. (RM)…

Thompson, Kenneth H. (1982). The Voting Rights Act and Black Electoral Participation. An analysis of Census Bureau data on registration and voting by black citizens over the past two decades shows the positive influence of the 1965 Voting Rights Act on electoral participation. After the passage of the act, there was more than a 50% increase in the number of black registered voters. Of black and white citizens participating in the last five presidential elections, southern blacks are the only group to report a net gain in level of participation between 1964 and 1980. There has also been a tenfold increase in the number of blacks elected as officeholders. However, this does not mean that blacks have achieved equal access to elective office. For example, it is difficult for black voters to elect officials from their communities. Data from the Justice Department's Voting Rights Division shows that a pattern of white resistance to blacks exercising their voting rights still remains strong in the South. Impediments, such as vote dilution issues, will remain salient in…

Nordin, Virginia Davis (1979). Legal Issues in Urban Education. Major legal issues confront urban schools today, among them: (1) equal access of racial groups to quality education; (2) students' rights to due process; (3) teachers' rights to due process, academic freedom, collective bargaining, and promotion to administrative positions; (4) equal opportunity for those needing special education; (5) equal opportunity for females; and (6) equal opportunity to share the public's education dollar. A number of legal directives are demanding response from urban school districts. These directives come from Supreme Court decisions, federal funding and administrative regulations, and State court decisions, administrative regulations, and legislation. Often, however, urban educators concerned with desegregation and equal opportunity think first of the Supreme Court. The Court has made major decisions on financing, teachers' rights, sick leave for pregnancy, students' rights, and desegregation. The Court has not yet addressed the issue of athletics for…

(1977). A Voting Rights Act Handbook for Chicanos. In the summer of 1975, the protective provisions of the 1965 Voting Rights Act were extended to parts of the Southwest. This marks a significant point in the history to secure for Chicanos a meaningful participation in the political process. The basic purpose of the Act assures that minorities can participate in the election process without any unreasonable barriers which might discourage voting. Although the Act will not eliminate all forms of voter discrimination, it will serve to discourage states, counties, school districts, and cities from making discriminatory election law changes. In addition, the Act provides other protections to insure fair registration drives and elections. Important parts of the Act which apply to states, counties, school districts, cities, and other special districts in certain areas of the Southwest are: covered jurisdictions must show that any changes in election laws do not have a discriminatory purpose or effect; Federal examiners can be assigned to…

(1974). Inequality in Education, Number 18, October 1974: Sex Discrimination. The contents of this volume published by the Center for Law and Education, which was established to protect and advance the legal interests of the poor through research and action on the legal implications of educational policies, include the following articles: "Introduction" and "Sexism in Public Education: Litigation Issues," Susanne Martinez; "Sex Discrimination Against Students: Implications of Title Nine of the Education Amendments of 1972," Margaret C. Dunkle and Bernice Sandler; "Chapter 622: One State's Mandate," Regina Healy and Diane Lund, an examination of the first anti-sex discrimination legislation in the country, which was passed into law by the Governor of the Commonwealth of Massachusetts on August 5, 1971: "Kalamazoo: A Model for Change," Carol Ahlum, which examines the activities of the Committee to Study Sex Discrimination in the Kalamazoo Schools and the changes in school activities resulting from the actions of… [PDF]

Towarnicky, Carol Parents Primer: A Guide to Education. This handbook for parents assumes that there is nothing wrong with their child but that there is something wrong with the school system. It assumes that parents know what their children need to survive and that the one-sided, professional approach to learning is not working as well as school authorities say that it is. The authors of the booklet believe that parents want the best for their children but often feel helpless in finding their way through the school system's bureaucracy. This handbook states what some of the rights of children and parents are, and how to go about obtaining them. It lists the names of people who are responsible for the child's education and the proper channels to follow. It is stated that this is a handbook for parents who want their children to have more than they did. (Author/WS)… [PDF]

Hyman, Irwin A. (1988). Eliminating Corporal Punishment in Schools: Moving from Advocacy Research to Policy Implementation. Children's Legal Rights Journal, v9 n33 p14-20 Spr. This paper analyzes data on anti-corporal punishment advocacy and the data's use in judicial, legislative, and public areas. The paper defines corporal punishment and discusses seminal court cases, personal effects of corporal punishment, developmental factors, demographic factors, litigation, use of tort remedies, and the concept of Educator Induced Post-traumatic Stress Disorder. (JDD)…

Edmonson, Stacey L. (2002). The Balance between Student Drug Testing and Fourth Amendment Rights in Response to Board of Education v. Earls. This report–part of a collection of 54 papers from the 48th annual conference of the Education Law Association held in November 2002– discusses student drug testing in Texas public schools. It contains the results of a 2001 study of student drug-testing policies in all 1,056 Texas public-school districts. In response to the Supreme Court's June 2002 decision in "Board of Education v. Earls," a followup study was conducted of responding districts to see if they planned to change their policy in light of the Court's new ruling. ("Board of Education v. Earls" upheld the school district's policy of random suspicionless drug testing of all students who participated in any extracurricular activities and stated that a demonstrated drug-abuse problem is not necessary for a drug-testing regime.) Data for the original study and followup study were gathered through surveys. The principal finding is that Texas school districts are expanding student drug testing. (Detailed…

Essex, Nathan L. (2002). School Law and the Public Schools: A Practical Guide for Educational Leaders. Second Edition. The goal of this book is to provide comprehensive and practical knowledge of relevant legal issues that affect the administration of public schools. It will allow educators to effectively perform their duties within the boundaries of constitutional, statutory, and case law. It is also designed to be easy to understand for those with little or no legal background. Selected court cases address issues most relevant to education. It includes recent landmark court decisions in areas such as religion, student rights, student and faculty disabilities, and classroom harassment. School violence is discussed comprehensively. The book begins with an index of major legal issues related to relevant issues, allowing the reader to ascertain the legal sources of authority related to those particular topics. Educational leaders are provided with pertinent information to direct their day-to-day decisions. The primary focus is not on state law since this varies from state to state. Appendices include… [PDF]

Beyer, Dorianne (1997). School Safety and the Legal Rights of Students. ERIC/CUE Digest, Number 121. This digest presents a brief review of recent Fourth Amendment decisions that affect the rights of students and the parameters of schools' authority to maintain a crime-free environment. Although Federal decisions apply nationwide and do mark the boundaries of permissible state and local action, state and local laws and regulations must always be considered in discussions of student rights. Over several decades, court cases have suggested that the balance between students' rights and school safety procedures is tilting towards the rights of school authorities to isolate and reduce perceived causes of school violence. Case law on searches of students, for example, supports school searches of students and their property when the search is reasonable in its inception and in its scope. In the area of drug testing, the U.S. Supreme Court has also supported educators' efforts to maintain perceived school order and discipline. With respect to students' rights in school, the current… [PDF]

Aguilar, Pilar; Retamal, Gonzalo (1998). Rapid Educational Response in Complex Emergencies: A Discussion Document. On-going political and economic instability impede access to regular education for large numbers of war-affected children and young adults. This brochure represents an effort to consolidate a systematic response to the special needs of children from the outset of the crisis until they can attend regular basic education. Attempts are made to ensure that at least minimum teaching standards have been met. The document is organized into four parts. Part one summarizes the basic policy instruments that advocate education as a child's right. Part two analyses and illustrates the different phases of emergency response using recent examples of humanitarian educational interventions, including displaced, refugee, and returnee situations. Examples of actual field experiences are included. Further information and readings are suggested in footnotes. Part three shows how the basic core of non-formal education may be expanded to cover threats facing populations every day. Part four presents… [PDF]

Alvez, Aggie (1994). Will Dress Codes Save the Schools? Teaching Strategy. Update on Law-Related Education, v18 n2 p9-13 Spr. Discusses issues related to dress codes, student behavior, and youth gangs. Presents a role-playing activity based on a proposed dress code aimed at gang-related clothing in a secondary school. Includes two student handouts and step-by-step instructional procedures. (CFR)…

Mittler, Peter (2004). Including Children with Disabilities. Prospects: Quarterly Review of Comparative Education, v34 n4 p385-396 Dec. The inclusion of disabled children in their local schools and communities is part of the universal struggle of disabled people to claim their basic human rights to equality and participation, and to insist on the necessary changes in society and its institutions to make this possible. Although this movement is still in its infancy, reports from around the world suggest that it is gaining momentum. Each year, more children who would previously have been segregated or denied education altogether are going to their local school and being accepted as members of their local communities. In this article, the author presents some of the strengths of the movement in favour of the inclusion of disabled children, as well as obstacles to inclusion. He also discusses the achievements in the field of inclusive education. He states that a major challenge for the future is to develop a framework within which not only the UN agencies, but also their national ministerial counterparts, can pool their… [Direct]

Carey, John J. (1987). Law Related Education Curriculum. Law related education learning modules and lesson plans are presented in this curriculum guide, which is designed to meet three broad goals: (1) to encourage good citizenship and respect for the law by teaching students how to effectively function within the law and to demonstrate and value lawful conduct; (2) to promote a better understanding for the law and the legal system; and (3) to identify and explain those areas of the law that affect the lives of Navajo students living in the "checkerboard" area of the Navajo Reservation. The 32 detailed lesson plans are organized into six chapters dealing with introduction to law, consumer law, individual rights, family law, student and school law, and criminal law. Each lesson begins with objectives for the learner, an opening question that introduces the topic of the lesson, background information for the teacher, suggested methods and materials, and a list of activities for extending the lesson. Topics of individual lessons… [PDF]

Jackson, James; Mitchell, Beatriz (1985). Special Education in New Mexico: A Guide for Parents and Advocates. Revised. The manual's purpose is to serve as a tool to help parents and advocates to secure an appropriate education for handicapped children in New Mexico. Provisions of the federal and New Mexico laws and regulations which protect the rights of handicapped children are described. Funding for special education is explained, focusing on the state funding formula, the levels of special education programs, funding of ancillary services, and federal funding. Identification, referral, and evaluation procedures are discussed, with guidelines on parents' rights during this process. The functions of the Educational Appraisal and Review Committee, which determines eligibility, places, and develops services for handicapped children, are explored. Also discussed is the school's effort to provide continuity or necessary change in the child's program through annual review of the Individualized Education Program and comprehensive re-evaluations every 3 years. Parents' rights concerning access to school… [PDF]

Seidman, Anna; Tremper, Charles (1995). Beyond the Myths about Disabilities and Risks. This booklet presents risk management strategies for organizations employing people with disabilities. First, the booklet contrasts common beliefs (such as that disabilities are obvious) with actual facts and their implications for risk management. It then discusses several risk management related exceptions in the Americans with Disabilities Act (ADA), such as the permitted exclusion of an individual if the placement would create a "direct threat" to health or safety, and reviews the ADA's relationship to public health and safety laws. General risk management strategies are identified, including the importance of careful job analysis and position descriptions prior to selecting an individual, provision of necessary training to reduce hazards, emergency preparedness, and community relations. Suggestions are offered for the following specific disabilities: mobility and other physical impairments, visual impairments, hearing impairments, cognitive impairments, and… [PDF]

(1996). Genetic Issues in Mental Retardation, 1996-1997. Genetic Issues in Mental Retardation, v1-2 1996-1997. This document consists of the first six issues of a newsletter, which discusses current knowledge about and concerns related to genetics and mental retardation. The second issue addresses the problem of genetic discrimination. The third issue considers genetic testing, screening, and counseling. The fourth issue addresses genetic privacy issues. The fifth issue discusses Fragile X syndrome. The sixth issue discusses genetherapy and mental retardation. (DB)…

Parkinson, Jerry R.; Rossow, Lawrence F. (1999). The Law of Student Expulsions and Suspensions. Second Edition. Monograph Series, No. 62. In 1975, the Supreme Court decision in "Goss versus Lopez" established the foundation of procedural law in student suspensions. This text focuses on procedural aspects of the expulsion and suspension of students. It is devoted to the elementary and secondary public-school settings involving regular-education students. It describes how the constitutional basis for due process for students can be traced to the 14th Amendment, which states that a person cannot be deprived of life, liberty, or property without due process. The "Goss" decision established that a student's education is a property interest. The text looks at requirements for giving notice of long-term suspensions and expulsions, the timeliness of hearings, the persons who should receive notice, and location of the student pending the hearing. It outlines what should happen in the formal hearing, issues surrounding self-incrimination and the right to remain silent, the Miranda warning for students,…

Atherton, Herbert (1990). Remarks of Herbert Atherton [to the National Bicentennial Leadership Conference]. The text of a speech made by the Staff Director and Director of Education of the U.S. Bicentennial Commission, the paper presents an overview of the Commission's plans for the 1991 celebration of the Bicentennial of the Bill of Rights. "The Bill of Rights and Beyond," the theme of the celebration, conveys the idea that although the 200th anniversary of the Bill of Rights is the centerpiece of the commemoration, all the rights enjoyed under the U.S. Constitution are to be celebrated as well. The Bicentennial Commission plan for 1991 includes special events, a media campaign, a wide range of publications, two series of regional meetings and conventions, a continuation of on-going programs such as the Discretionary Grant Program, National Bicentennial Competition, Map Contest, and DAR Essay Contest, and new programs such as cosponsorship of 1991 National History Day's competitions on "Rights in History." (DB)… [PDF]

Lumsden, Linda S. (1992). Getting Serious about Sexual Harassment. ERIC Digest, Number 75. Strategies for dealing effectively with sexual harassment in the educational organization are presented in this document. Identification of the problem is complex, compounded by the context in which it occurs and different male and female perceptions. One starting point for identification is the 1980 federal guidelines passed by the Equal Employment Opportunity Commission (EEOC). Possible effects on an individual experiencing harassment are also described. Implications of some recent legal decisions for schools include the right of victims to sue school districts and colleges and the need to seek policy input from women. Guidelines for adopting a good policy are offered. Steps to prevent sexual harassment, other than through written policies, include developing an organizational climate free from gender inequalities and providing training and education. (11 references) (LMI)… [PDF]

Mott, Wesley T. (1975). The Rhetoric of Martin Luther King, Jr.: Letter from Birmingham Jail. Phylon, 36, 4, 411-421, Dec 75. Argues that the success of 'The Letter' can be attributed to the confluence of three distinct rhetorical traits: King's heritage of the highly emotional Negro preaching tradition, his shrewd sense of political timing and polemical skill, and his conscious literary ability, and notes that 'The Letter' is one of the most frequently collected items in college English anthologies. (Author/JM)…