(1986). Japanese Americans During World War II. New Perspectives, v18 n1 p2-13 Win-Spr. The arguments in favor of and against monetary redress for survivors of America's wartime internment camps are presented. Pro-redress arguments emphasize the injustices done the victims. Anti-redress arguments focus on the duties for citizenship and the reasonable actions politicians might have concluded were necessary to win the war. (PS)…
(1980). Affirmative Action and Human Rights. Journal of Intergroup Relations, v8 n2 p26-48 Sum. Summarizes a background paper presented and discussion held on affirmative action at a 1978 conference for human rights professionals. Paper focuses on litigation relating to jobs and educational opportunity in the United States, while discussion considers affirmative action in Canada and Western Europe. (GC)…
(1998). Celebrating Human Rights: The 50th Anniversary of the U.N. Declaration. Social Studies Review, v38 n1 p90-92 Fall-Win. Responds to the 50th anniversary of the United Nations' Universal Declaration of Human Rights (UDHR) by arguing that elementary school is an appropriate place to begin teaching about human rights. Outlines the rights enumerated in the UDHR, provides related activities for primary and intermediate grades, and suggests related Web sites. (DSK)…
(1965). THE TWO WORLDS OF RACE–A HISTORICAL VIEW. NEGRO SLAVERY WAS DEEPLY ENTRENCHED BY THE TIME OF THE REVOLUTIONARY WAR AND THE "PLACE" OF THE NEGRO CLEARLY DEFINED IN THE EARLY DAYS OF THE REPUBLIC. EVEN THE MORE LIBERAL NORTHERNERS FELT THAT NEGROES SHOULD BE ISOLATED FROM THE MAINSTREAM, I.E., IN SEPARATE SCHOOLS WHICH TAUGHT VOCATIONAL SUBJECTS, WHILE SOUTHERNERS PROPOSED COLONIZATION SCHEMES (REPATRIATION) AS A MEANS OF SEPARATING THE RACES. BY THE TIME OF THE CIVIL WAR THE NEGRO WAS WIDELY HELD TO BE DIFFERENT AND INFERIOR. DURING THE WAR AND THE RECONSTRUCTION ERAS THERE WERE NO MEANINGFUL STRIDES TOWARD ELIMINATING RACIAL BARRIERS, AND IN THE FOLLOWING DECADES THE SOUTH BEGAN TO LEGISLATE INEQUALITY AND SEGREGATION BY STATUTE. CONSEQUENTLY, NEGROES DEVELOPED THEIR OWN NEWSPAPERS, CHURCHES, AND ORGANIZATIONS. THE PERIOD FOLLOWING WORLD WAR I WAS ONE IN WHICH RACISM WAS MAINTAINED–DESPITE THE CHANGES DURING THE 1930'S–AND NOT UNTIL THE POST-WORLD WAR II PERIOD WERE EFFORTS MADE TO ATTACK EXISTING RACIAL…
(1977). The Limits of Movement Politics: The Case of British Feminism. Analysis of the British feminist movement from 1850 to 1975 reveals a constant struggle by feminists for equality in the face of legal and social restrictions and a corresponding lack of response by the British government to movement demands. The political organization of the feminist movement is described in four phases. During the first phase, from 1855-1900, feminists were ignored by British political parties. Feminists formed informal societies to deal with education, equal moral standards, sufferage, and employment. The efforts of women activists during the second phase (from 1890-1918) were largely directed toward obtaining votes and jobs for women. During this phase, the Labour party endorsed equal political rights for women, and the National Union of Women's Sufferage Societies and the Womens Social and Political Union replaced the informal societies of the 19th century. During the third phase, which began in 1918, feminists dealt with legal and political rights. However,…
(1974). Student Rights and Responsibilities. A Legal-Educational Bibliography. To foster a better understanding of student rights and responsibilities among school personnel and students and to develop understanding that will contribute to the realization of an equal educational opportunity for all students, this bibliography presents a representative sampling of legal, educational, and general education materials. Its 22 major categories include due process, corporal punishment, compulsory attendance, special education, student records, police in schools, searches, pregnant students, married students, tracking, free education, publication and distribution of literature, symbolic expression, dress and grooming, student demonstrations, religious and patriotic gestures, freedom of association, freedom of speech, academic freedom, arbitrary rules, discrimination in extra-curricular activities, and outside speakers, visitors, and use of school facilities. (Author/DW)… [PDF]
(1996). The Human Rights Challenge. World reaction to the 1995 release from house arrest of Aung San Suu Kyi, leader and founder of the major opposition party in Burma (now Myanmar), indicates significant change in international relations, specifically in the international political system. The total sovereign states today (249) have increased, as have system "rules" relating to human rights. The concept of human rights was introduced in the 17th century; until World War II, citizens' liberties were considered the bailiwick only of their respective nations; no nation was to interfere with another's administration of rights. The United Nations (UN), created in 1945, was the first manifestation of the idea that a nation's treatment of its citizens should concern the rest of the world. The original member states agreed that "human rights and fundamental freedoms" should be a high priority. The UN, regional human rights regimes, and nongovernmental organizations primarily have been responsible for… [PDF]
(1996). The Teachers & Writers Guide to Frederick Douglass. First Edition. The 12 essays in this book provide a variety of ways to get students engaged and inspired by the "Narrative of the Life of Frederick Douglass, An American Slave" (1845). Most of the essays emphasize writing as a means for students to learn about Douglass, his times, and his legacy, as well as implications for the students themselves. Essays include: (1) "Knowledge Is Power" (Lorenzo Thomas); (2) "From the Heroic to the Personal" (Margot Fortunato Galt); (3) "Narrative of the Life of English 3B" (Marvin Hoffman); (4) "What Frederick Douglass Doing in a Place Like This?" (Douglas Day); (5) "Frederick Douglass" (Opal Palmer Adisa); (6) "Frederick Douglass and Elie Wiesel" (Peter E. Murphy); (7) "Going to See Frederick Douglass" (Martin Haber); (8) "Using Douglass"Narrative' as Motivation for Student Writing" (Charles Kuner); (9) "A 'Kindred' Assignment" (Joyce Dyer); (10)…
(1989). Reconstruction, the Fourteenth Amendment, and Personal Liberties. OAH Magazine of History, v4 n1 p60-66 Win. Provides a lesson plan for focusing on the legal struggle to secure personal liberties during the age of Reconstruction. Analyzes the Fourteenth Amendment and a petition from the citizens of Cleveland, Tennessee, in order to identify the methods of change at the federal level and the limitations of such action. (KO)…
(1998). The Universal Declaration of Human Rights: 50 Years Old but Still Coming of Age. Update on Law-Related Education, v22 n3 p6-11 Fall. Highlights the events of the past 50 years concerning the Universal Declaration of Human Rights that is the first document in human history to codify rights that apply to every person regardless of citizenship in a particular country. Explains why the United States does not comprehend the value of the declaration. (CMK)…
(1998). Juvenile Justice – Decline Hearing: Judges in the Classroom, Secondary School Lesson. This lesson plan for grades 9-12 uses a videotape to examine the difference between the adult and juvenile justice systems. The lesson plan presents objectives, lists materials needed, and details classroom procedures. It also provides a handout on the differences between juveniles and adults before the law and offers information on "The Kent Criteria." (BT)…
(1974). College Searches and Seizures: Students, Privacy, and the Fourth Amendment. Hastings Law Journal, 26, 1, 57-88, Sep 74. Judicial handling of Fourth Amendment issues arising from warrantless searches of college students' housing has concentrated on the status of the student. The author points out the defects in the status theories which have been used to justify relaxed standards of protection for college students. (Editor)…
(1986). Electoral Law: Documents on Politics and Society in the Federal Republic of Germany. Free elections are one of the fundamental principles of any parliamentary democracy. The constitution of the Federal Republic of Germany, the Basic Law, stipulates in its article 20(2) that "all state authority emanates from the people" who exercise that authority "by means of elections and referendums and through special legislative, executive and judicial organs." These principles are irrevocable. This booklet includes the text of the Electoral Law of the Federal Republic of Germany enacted on May 7, 1956 and material about the electoral system, electoral bodies, franchise and eligibility, preparations for elections, the polls, establishment of the election results, special regulations for by-elections and repeat elections, attaining and losing membership in the German Bundestag, and final provisions. (BZ)…
(1982). The Rights of Handicapped Students. The monograph reviews legal principles derived from state and federal statutes, constitutions, and court cases (table listing over 350 cases is included) regarding the education of handicapped children. Following an executive summary, an introduction explains the scope of the booklet and lists the major sources of the rights of handicapped students. In subsequent sections, the following topics are addressed: substantative rights (federal constitutional sources, a free appropriate public education, individualized education programs, related services, the least restrictive environment, costs, sports, and access); procedural rights (informal dispute resolution, prior notice, evaluation procedure, and special considerations in discipline); and remedies (fund withholding, individual lawsuits). A concluding chapter summarizes common themes in special education laws, briefly recounts the impact of P.L. 94-142 on state governments, and notes the existence of state special education statutes…
(1976). [Report from the Student Press Law Center.]. The Student Press Law Center serves as a national clearinghouse to collect, analyze, and distribute information on the First Amendment rights of student journalists and journalism teachers and on violations of these rights in high schools and colleges. This report details information concerning current censorship incidents: the investigation by the United States Post Office of the Bennett Publishing Company, charges of censorship brought by an Illinois school-district publications adviser, various violations of First Amendment rights in the Maryland public schools, and similar occurrences in Ohio and Wisconsin high schools. At the college level, topics discussed include the dismissal of an editor from the University of the Pacific (California), protest by members of the United Farm Workers against Gallo wine advertisements run in the California college press, the adoption of an open-meetings policy in Illinois, and conflicts in Michigan, Mississippi, New Jersey, Ohio, and Tennessee…