(1987). Employees. This first chapter of \The Yearbook of School Law, 1986\ summarizes and analyzes over 250 state and federal court decisions handed down in 1985 affecting the legal rights of employees of public schools and state education agencies. Among the topics examined are discrimination on the basis of race, religion, sex, national origin, age, and handicap; employees' constitutional rights to feeedom of speech, association, religion, and privacy and substantive due process; and employees' procedural due process rights related to liberty and property interests, the provision of notice of charges, and appropriate hearings. Other topics addressed are permissible personnel actions in cases involving claims of insubordination, unprofessional conduct, immorality, incompetence, and failure to comply with policies and statutes; legal questions raised by reductions in force and involuntary leaves of absence; contractual disputes over board policies, contract stipulations, administrative regulations,… [PDF]
(1978). A Handbook on Legal Rights of Developmentally Disabled People in Massachusetts. The handbook provides information in question-and-answer format on the legal rights of developmentally disabled persons, focusing on those in the state of Massachusetts. An introductory section discusses developmental disabilities and advocacy. The main section, on legal rights, covers such areas as discrimination (including Section 504 of the Rehabilitation Act of 1973); employment (including wages and fringe benefits); vocational rehabilitation (including sheltered workshops); health care (including medicaid and medicare); public benefits (including social security disability, veterans benefits, and food stamps); housing; transportation (including license plates for the handicapped); special education; recreation; money (banks, bills, and consumer rights); insurance; competence, guardianship, conservatorship, and other options; voting; family rights (including marriage, abortion, sterilization, and sexuality); rights in institutions and community residences; and criminal matters…
(2007). Promoting and Sustaining an Institutional Climate of Academic Integrity. Academic Senate for California Community Colleges This Academic Senate paper is in response to two resolutions from Fall 2005 concerning academic dishonesty. One resolution, 14.02, "Student Cheating," sought clarification on a System Office legal position that limits the ability of local faculty to fail a student for a single incident of academic dishonesty, and pending the result of clarification, to seek an appropriate Title 5 change. Resolution 14.01, "Student Academic Dishonesty and Grading," required the Academic Senate to investigate faculty legal and professional rights and obligations with regards to dealing with academic dishonesty, including options for grading, disciplinary action, definitions of academic dishonesty, a statement of best practices, and an explanation of student rights. The paper discusses the need for a culture of academic integrity that enriches the educational experience of students and faculty and, indeed, all individuals associated with the college as employees or community members…. [PDF]
(1986). The Nevada Study on The Holocaust. This study series on the Holocaust consists of four units designed for middle school/junior high and senior high students in United States and world history classes. The units may be self-contained or integrated into previous units of study. A 45-minute color video "Nevada Study on The Holocaust" accompanies this guide. The middle school unit focuses on propaganda and its uses in discrimination. The junior high school U.S. history unit provides an overview of discrimination in the United States and Europe in the first half of the 20th century and the Holocaust. The senior high school world history unit studies the rise of Nazism and the Holocaust. The senior high school U.S. history unit expands the study with an in-depth examination of the Holocaust. Resource materials are cited for further study. (EH)… [PDF]
(1981). Social Studies: Elementary School Guide for Teaching about Human Rights. Human rights are those essentials of human existence that are inherent in the species. They are moral claims that satisfy the basic needs of all human beings. Ten major goals and numerous objectives were developed to undergird the Detroit (Michigan) curriculum, and this guide is established around the 10 major goals for teaching students about human rights with activities and resources appropriate for elementary students. Each of the 38 lessons is structured around one of the major goals and provides objectives, learner outcomes, activities, and resources. The 10 goals help develop understandings that: (1) all people are interdependent; (2) all ethnic groups are unique and worthwhile; (3) the United Nations' Universal Declaration of Human Rights and the Declaration of the Rights of the Child are a goal for world peace and cooperation; (4) governments at national, state, and local levels affect one's human rights; (5) self-esteem in individuals is enhanced through the knowledge of…
(1981). Social Studies: High School Guide for Teaching about Human Rights. The implementation of the Detroit (Michigan) human rights curriculum at the high school level is done through a series of classroom activities and resources appropriate for high school students. Each of the lessons is structured around one of the 10 major goals identified in the curriculum and provides objectives, learner outcomes, activities, and resources. Understanding the interdependence of people is carried out by having students engage in activities designed to show that the needs and wants of all people are the same and are provided by the earth's finite resources that are the heritage of all humanity. Various activities are designed to help students understand the similarities of ethnic groups, such as the study of the traditional "rites of passage" for different cultures. Among many activities designed to develop an appreciation of the United Nations' Universal Declaration of Human Rights, students are asked to describe documents that protect them from injustice….
(1981). Justice Around the World: A Student Packet for Secondary Schools. Foreign Area Materials Center Occasional Publication 26. This learning packet contains seven modules designed to teach about human rights around the world. These activities may be integrated into different subjects within the social studies curriculum. For each module, the case studies are drawn from two of the five countries included in the "Handbook on Human Rights and Citizenship." Each module also contains learning objectives, class activities, and student reference materials. The packet is formatted so that student activities may be reproduced for distribution to the class. Module 1 focuses on developing a broader understanding of the definition of human rights through an in-depth examination of the "Universal Declaration of Human Rights." The activities in module 2 are designed to enhance the understanding of justice as it is observed or ignored at individual, institutional, national, and international levels. Activities in module 3 examine the issue of freedom of conscience and expression. The ways that… [PDF]
(1987). Government by the People, Government upon the People. A Comparison of Democratic and Undemocratic Forms of Government: The U.S. and the U.S.S.R. The goals of this learning packet are to: (1) increase understanding of the Soviet system; (2) enhance appreciation of U.S. constitutionally guaranteed rights; and (3) inform students of how governmental policies of both nations are reflected in the lives of ordinary people. The 17 reproducible lessons are designed to present: (1) the philosophy and structure of government; (2) the rights of citizens; and (3) with the work and home life of ordinary Soviet and U.S. people. In lessons 1-3, students define and distinguish between the political and economic systems of the United States and the Soviet Union. In lessons 4-9, students compare the rights to free speech, free press, fair trial, suitable punishment for crimes, free worship, and free movement in the United States and the Soviet Union. Students also analyze how government policies are reflected in the lives of contemporary Soviet dissidents and refuseniks, and they will study the U.S. judicial and political systems. In lessons…
(1969). A Guide to Human Rights Education. Bulletin 43. Background information and teaching suggestions are offered in this guide for implementing human rights ideas in existing social studies curriculum at the elementary and secondary grade levels in the United States. Emphasis is upon equal universal rights for every person as a concern of education and action. The introduction presents an address by Chief Justice Warren entitled \Continuing Action for Human Rights.\ The remainder of the guide is arranged into four chapters. Chapter one briefly traces the history of human rights from Hammurabi's Code up to 1945. Chapters two and three deal with man's continuing struggle for human rights after 1945 through agencies of the United Nations. These chapters focus on discussion of specific human rights documents; formation of human rights documents; conventions; the basis of, implementation problems of, and future development of human rights. In chapter four twenty strategies are suggested, ranging in scope from role playing activities to… [PDF]
(1984). Education Societies in Scotland. Scottish Educational Review, v16 n2 p140-42 Nov. Provides a summary of the goals and work of five organizations active in the study and development of education: SCOPE in Scotland, the Scottish Consumer Council, the Scottish Council for Civil Liberties, the Workers' Educational Association, and Scottish Institute of Adult Education. Includes addresses for obtaining further information. (JHZ)…
(2001). Ethnic and Race Relations in Austin, Texas. Policy Research Project Report, Number 137. This report, conducted by faculty and students in the Lyndon B. Johnson School of Public Affairs at the University of Texas, describes a survey on and interviews regarding ethnic and race relations among Austin, Texas residents and community leaders. Its six chapters include (1) "Introduction" (the research approach); (2) "Ethnic Minorities and the City of Austin: A Retrospective View" (segregation policies, desegregation efforts in the post Brown era, and the "gentlemen's agreement"); (3) "Ethnic Group Relations, Tolerance, and Discrimination" (perceptions of racial and ethnic relations in Austin, perceptions of interethnic tension, ethnic tolerance, and patterns of discrimination); (4) "Ethnic Community Views of the City of Austin and Its Services"; (5) "Current Reconciliation Efforts in Austin" (the Austin Human Rights Commission, the Council for Community Reconciliation, the Citizen's Review Board, the Citizen's Policy…
(1994). Human Rights and Education: Conclusions from Some Latin American Experiences. Journal of Moral Education, v23 n3 p239-50. Describes the history and role of human rights education in Latin America. Links these efforts with relevant political histories, cultural phenomena, and social movements. Maintains that occurrence human rights violations are a basic initial stimulus for human rights education. (CFR)…
(1995). Dignity, Honor, and Civility: "New York Times v. Sullivan.". OAH Magazine of History, v9 n2 p33-36 Win. Maintains that "New York Times v. Sullivan" (1964) was the greatest political libel case ever decided by the Supreme Court. Asserts that it is a monument to the idea that open political discourse is the best guarantee of democratic self-governance. (CFR)…
(1991). Yuppie Racism: Race Relations in the 1980s. Journal of Black Studies, v21 n4 p445-64 Jun. Racism surfaced in the 1980s at the very time Americans believed that equality and justice had prevailed. Yuppie racism refers to post-1960s born, post-Vietnam educated young people being led to believe that racial intolerance was over, shielding them from the need to examine their own attitudes and position in society. (CJS)…
(2000). Legal Perspective on Ensuring a Safe and Nondiscriminatory School Environment for Lesbian, Gay, Bisexual, and Transgendered Students. Education and Urban Society, v32 n3 p390-98 May. Provides a historical background on the gay, lesbian, bisexual, transgendered, and queer/questioning (GLBTQ) legal turf, describing legal tools available for challenging school violence and harassment. Discusses the related legal work on behalf of GLBTQ teachers in public schools and addresses the legal defense of student groups, which play a vital role in creating and maintaining a safe school environment. (SM)…