This paper will discuss some of the historic patterns of teaching about 
human rights in the United States. What is included and excluded in "human 
rights" education? In particular, the politics of education will be explored 
and why both the language and content of most human rights norms are absent 
from so many U.S. classrooms. Why is human rights often taught as a problem 
largely foreign to the United States? What are the challenges and urgency of 
including in depth human rights values into the curriculum? Finally, the paper 
will conclude with some methods to weave meaningful human rights issues and 
language into the curriculum.