Bibliography: Anti-war (page 5 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Positive Universe website.  Some of the authors featured on this page include Gayle K. Pluta Brown, Clyde Brown, Stanton Peele, Stanley J. Morse, and David Freedman.

Brown, Clyde; Brown, Gayle K. Pluta (1995). Moo U and the Cambodia Invasion: Anti-Vietnam War Protest at Iowa State University, May 1970. A detailed examination of the Vietnam war demonstrations on the Iowa State University campus and in Ames (Iowa) in May 1970, utilizing local and student newspaper accounts and interviews contained in an oral history archive, show how words of protest along with critically reasoned behavior led to purposeful student contributions. Through the period in question, student leaders and their most ardent followers as well as university officials were committed to a policy of nonviolence. Many of those who exposed themselves to arrest explained their actions in terms of heightened personal commitment, moral and political, to ending the war. Having spoken out repeatedly about the war in Vietnam, student protesters stepped up their activities after the extraordinary events of the Cambodian invasion and the Kent State-Jackson State killings. They felt the situation required a heightened level of commitment from them. They moved from legal protest to civil disobedience. Meanwhile, university administrators eschewed a heavy-handed approach for strategic reasons as well. They believed that an unnecessary confrontation with students was the surest way to polarize the campus and radicalize the student body. Retrospectively, administrators agreed that they had been right not to order the arrest of students occupying the armory the night of May 5-6 or even subject the armory occupiers to disciplinary actions. (Includes 12 notes; contains 38 references and a 32-item selected bibliography.) Descriptors: Activism, Administrator Behavior, College Administration, College Students

Morse, Stanley J.; Peele, Stanton (1971). A Study of Participants in Anti-Vietnam War Demonstration, Journal of Social Issues. Study sought to identify those attitudinal and cognitive factors which prompt an individual to participate in protests designed to change government policy Descriptors: Behavioral Science Research, Cognitive Processes, College Students, Demonstrations (Civil)

Freedman, David (1996). Teaching Anti-militarism during War, Theory into Practice. Article discusses various issues of a situated pedagogical practice by examining one teacher's experiences teaching during the U.S.-Iraq war. His course highlighted ways that cultural constructions of oppressive discourses enabled a plunge into war, looking at how and why context-specific interventions against oppression were considered and taught. Descriptors: Activism, College Faculty, Context Effect, Higher Education

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Bibliography: Anti-war (page 4 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Positive Universe website.  Some of the authors featured on this page include Donald D. Nichols, J. W. Peltason, Association for Education in Journalism and Mass Communication, J. Justin Gustainis, Frank R. Kemerer, New York United Nations Children's Fund, Dan F. Hahn, Ronald M. Mangano, Michael S. Littleford, and Robert A. Tucker.

Gustainis, J. Justin; Hahn, Dan F. (1988). While the Whole World Watched: Rhetorical Failures of Anti-War Protest, Communication Quarterly. Claims that Vietnam War protestors were not instrumental in bringing it to an end. Contends that their rhetorical strategies may have actually harmed their cause, and that Middle Americans only became disenchanted when the oft-promised victory in Vietnam proved elusive and the casualties began to mount. Descriptors: Activism, Audience Analysis, Capitalism, Civil Disobedience

United Nations Children's Fund, New York, NY. (1996). The State of the World's Children, 1996 (50th Anniversary Issue). This special issue of "The State of the World's Children" marks the 50th anniversary year of UNICEF and its work on behalf of children. Chapter 1 examines how wars and civil conflicts are taking an enormous toll on children. The chapter outlines a proposed anti-war agenda as a vital step to prevent and alleviate the suffering of children in armed conflict, and calls for an end to the recruitment and conscription into the military of children under the age of 18; for a ban on the manufacture, use, stockpiling, and sale of all anti-personnel land mines; and for efforts to strengthen the procedures for monitoring and prosecuting war criminals. Chapter 2 reviews the efforts of UNICEF in its first half-century to cope with children submerged not only in conflict, but also in the silent emergencies of poverty and preventable disease. It shows how many governments and communities, with UNICEF support, have made great progress in improving the health, nutrition, and education of their children. Chapter 3 provides statistics, such as those on infant and child mortality, immunization, maternal mortality, malnutrition, and school enrollment that chart the progress countries are making toward goals set at the World Summit on Children. Basic indicators on nutrition, health, education, population, economic progress, and the situation of women are given, along with regional summaries.   [More]  Descriptors: Change Strategies, Child Advocacy, Child Health, Child Safety

Spreitzer, Elmer; And Others (1971). Participation in Anti-War Demonstrations: A Test of the Parental Continuity Hypothesis. This study replicates earlier research on student activism, but within the context of a non-elite and relatively apolitical university campus, namely, Bowling Green University. A basic finding of the earlier research is that student activists represent an extension of parental values rather than a generational rebellion. This paper tests the parental continuity hypothesis for the less radicalized student protestors at Bowling Green. Three indicators of student-parent continuity were used: (1) political party preferences; (2) political orientations; and (3) perceived generation gap with parents. The findings show that, on all 3 indicators, student protestors were more likely to be divergent from their parents. It is concluded that the generational continuity explanation is not applicable to rank and file protestors at an apolitical university.   [More]  Descriptors: Activism, College Students, Family Attitudes, Family Influence

Spofford, Tim (1988). Lynch Street. The May 1970 Slayings at Jackson State College. The story of the 1970 Jackson State College slayings following an unruly anti-war demonstration by black students is pieced together via interviews with students wounded in the gunfire and other eyewitnesses, as well as an examination of public records, court testimony, and newspaper accounts. The events are presented in the context of the history of Jackson, Mississippi, and of the student protests of the 1960s. For the second time in 10 days, law enforcement officials fired upon students on an American college campus. First there had been the killing of four white students by National Guardsmen at Kent State University. Though that event has been remembered as a violent coda to the 1960s, the subsequent killings (two dead and 12 wounded) by law enforcement officials on the black campus in Mississippi have been largely forgotten. However, in Jackson it created a crisis. The story of that town and school is told, noting that litigation in the Jackson State case dragged on for 12 years. Contains about 100 references. Descriptors: Activism, Black Colleges, Black Students, Civil Disobedience

Littleford, Michael S. (1970). Teaching Anthropological Processes and Perspectives in the Secondary School. The subject of this paper is a black twelfth grade experimental class in the Problems of American Democracy conducted in the fall of the 1969 school year. They were concerned with studying the local black community in its past and present forms from a cross-cultural anthropological point of view. A conceptual scheme of natural history involved the student as an active participant in the learning process. Another pedagogical assumption was that all knowledge is tentative with the subject matter treated as data and as people's perceptions of the world. The students performed as anthropological field workers with the central foci of the learning activities on collection (observing, interviewing, and recording), organization, classification, and the analysis of data on: family, housing and household activities, male and female roles, food traditions, religion, folk traditions, and the economic systems of farming, money, and goods. Data was presented about other cultures to encourage students to analyze differences in values, behavior patterns, and social groupings. Important subsidiary class activities were: 1) discussion of books read, and student report presentations; 2) lecture; and, 3) class discussions on current topics such as drugs, contraception, black pride, and the anti-war movement. The processes and perspectives can be adapted to any grade level and are applicable in a wide variety of subject fields.   [More]  Descriptors: Anthropology, Black Community, Black Culture, Community Study

Frusciano, Thomas J. (1980). Student Deferment and the Selective Service College Qualification Test, 1951-1967. Research Memorandum. The history of military manpower policy and college student deferment is reviewed, with attention to the Selective Service College Qualification Test (SSCQT). By passage of the Selective Service Act of 1948, Congress recognized the need to maintain an adequate number of scientific, professional, and specialized personnel in both civilian and military pursuits. A student deferment plan was proposed whereby candidates could qualify to continue their education on the basis of class standing or a specified score on a nationally-administered educational aptitude test. In the fall of 1950, the Selective Service System contracted with Educational Testing Service (ETS) for the development of the SSCQT, a 150-item examination measuring a student's verbal and mathematical ability. The student deferment plan had vocal proponents and opponents. From 1951 to 1954, ETS tested over 500,000 students and conducted a statistical analysis program to supply the Selective Service System with information needed to operate the testing program. The SSCQT was operated by Science Research Associates for about 6 years. The Vietnam War and related anti-war and anti-draft movements renewed public debate over military manpower policy in the mid-1960s. In 1973 Congress replaced the Selective Service System with an all-volunteer army. A selected bibliography is provided.   [More]  Descriptors: Aptitude Tests, Armed Forces, College Students, Higher Education

Tucker, Robert A. (1970). The Colors of Lucan: Anti-War Propaganda?, Cl Bull. Concerns the colors of the spectrum Lucan employs to depict the Roman civil war. Descriptors: Adjectives, Ancient History, Charts, Classical Literature

Kemerer, Frank R.; And Others (1973). Who Sank The Khaki Submarine At Stanford? A Study of Decision-Making At Stanford University. From the late 1960s to the spring of 1970 there was an acceleration of anti-war protest and political movements. At Stanford University this period was characterized by controversy, deep divisions within the university community, disruption of classes, student strikes, and the presence of uniformed police on campus. In this environment of turbulence and violence, a major decision was reached to remove ROTC from Stanford. It was a decision that raised questions concerning the legitimacy of the governing role of the board of trustees, the president, the faculty and the students. It caused a crisis in the decision-making process and an altering of the power structure of the university. It extended beyond the single topic of ROTC, beyond the question of legitimate authority, to include such matters as the ethics of classified research, rivalry between academic disciplines, and the very fundamental question of academic freedom. This document attempts to identify and analyze, from a political perspective, the decision-making process that produced the "ROTC decision." It begins with an exploration of the Stanford decision-making system and proceeds to describe the "political perspective."   [More]  Descriptors: Academic Freedom, Decision Making, Faculty, Governance

Association for Education in Journalism and Mass Communication. (1992). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (75th, Montreal, Quebec, Canada, August 5-8, 1992). Part VI: Politics and Mass Media. The Politics and Mass Media section of the proceedings contains the following eight papers: "Politics and the War on Drugs: Patterns of News Coverage" (Lisa Brockmeier); "The Challenge of Bearing Witness in Political Reporting: Making the Public Conversational Partners" (Karon Reinboth Speckman); "The Concrete-Avoidance Model: Media, Public Opinion, and the Gulf War" (Karon Reinboth Speckman); "Voters' Reasoning Processes and Media Influences during the Persian Gulf War" (Zhongdang Pan and Gerald M. Kosicki); "Voices of Dissent during the Gulf War: Did the Media Regard the Anti-War Movement as a Legitimate Challenger?" (Suzanne R. Yows); "Constructing News Narratives: ABC and CNN Cover the Gulf War" (Bethami A. Dobkin); "Effects of a One-Week Change in Media Habits on Knowledge and Judgments about Presidential Primary Candidates: A Field Experiment" (M. A. Ferguson and others); and "Election-Year Usefulness of Newspapers and Other Information Sources for Alabama Legislators" (Daniel Riffe).   [More]  Descriptors: Cognitive Processes, Foreign Countries, Mass Media, Mass Media Effects

Peltason, J. W. (1995). Reactionary Thoughts of a Revolutionary. This monograph is a transcript of a lecture given by Jack W. Peltason and the four responses by panelists from the University of Illinois at Urbana-Champaign. After a brief eulogy to David Dodds Henry, President of the University of Illinois (1955-71), the talk turns its focus to two decades of crisis for higher education–the 1960s and the 1990s. The changes that came out of the early revolution, which centered on student power, civil rights, the anti-war movement, and feminism, are seen to have strengthened colleges and universities. But public higher education in the 1990s is facing other threats: chronic underfunding; a wave of public and media criticism; "the illusion of the quick fix"; and the breakdown in the university system of shared governance. To meet these challenges, the following actions are proposed: improved efficiency in managing scarce resources; a focus on academic quality; a search for new sources of funding; and, finally, acceleration of the transfer of new knowledge to the marketplace. The panelists, James D. Anderson, John E. Cribbet, Eldon L. Johnson, and Silvia Manning, generally agree with the premises set forth in the lecture, although their concerns focus mainly on the lack of funding and public support. Following the four formal responses, the panelists and Dr. Peltason responded to questions from the audience. Descriptors: College Administration, College Planning, College Presidents, Educational Economics

Pugh, M. D.; And Others (1971). Participation in Anti-War Demonstrations: A Test of the Parental Continuity Hypothesis, Sociology and Social Research. Revision of paper read at the American Sociological Association Meeting, Denver, Colorado, August 1971. Descriptors: Activism, Demonstrations (Civil), Parent Influence, Political Affiliation

Small, William (1970). To Kill a Messenger; Television News and the Real World. From his vantage point as News Director of CBS News in Washington, the author examines the role of television news in our society and gives an insider's view of the day-to-day process of selecting and presenting news. Highlighting the book are in-depth discussions of past and recent news events. The Nixon "Checkers" speech, John Kennedy's fight to become the first Catholic president, the Edward R. Murrow-Joseph McCarthy television drama, and Vice-President Agnew's sharp attack on the television networks are described in anecdotal fashion. The author examines the powerful effect of television news and discusses the power to determine what that news shall contain. He traces the role of television in the black revolution, black riots, the Viet Nam war, and the resultant anti-war protests. He examines the part television plays in fostering violence in America and provides a firsthand account of television coverage of the Kennedy assassination and funeral. The influence of television on politics is discussed with particular reference to political campaigns in general, to the famed televised debates of 1960, to the political conventions, and to the presidential press conferences. In conclusion, he delineates the effect of government regulation on the selection and presentation of television news. Descriptors: Black Power, Commercial Television, Cultural Awareness, Current Events

Nichols, Donald D. (1990). The Delirious Decade, 1965-1975: A Social History of a Community College. This history depicts Oakland Community College (OCC) in Michigan as a microcosm of the dramatic events of the late 1960's and early 1970's. Four primary sources were used: the personal experiences of the author who worked at the college during this time; extensive interviews with staff, faculty, administrators, and students; newspaper accounts; and a survey of all staff who worked at OCC during the decade between 1965 and 1975. The history focuses not only on OCC as an educational institution reflecting national trends, but also on several features unique to OCC as a two-year institution, including OCC's curriculum and mission dedicated to innovative educational practices; intense student rebellion including anti-war demonstrations and drug experimentation; and faculty strikes.  Following a preface profiling the college at its inception, the following 12 chapters are presented: (1) The Birth of a Community College; (2) The 60's and 70's: A Condensed View; (3) Two Presidents and Two Dreams; (4) Joe Hill's Dream for the College; (5) Community College Students: A Not-So-Different Breed; (6) Money, Black Demands, and White Bombs; (7) Black Power Comes to the Suburbs; (8) White Bombs Meant for General Motors; (9) Student Newspapers and Freedom of the Press; (10) Professors Who Gladly Teach; (11) Case Study: From Professor to Federal District Court; and (12) Faculty Power and the Anatomy of a Strike. In addition, profiles are presented of the new college, the new counselor, the new dean, and seven days in the life of the dean. Illustrations, a 34-item bibliography, and an index are included. Descriptors: Activism, Black Power, College Administration, Community Colleges

Mangano, Ronald M.; Casebeer, Arthur L. (1971). Alarming Parallels in Student Anti-War Activism of the Thirties and Sixties, NASPA Journal. The authors conclude that only a catastrophe of universal proportions can sway the activist from his evolutionary course into extended violence. The federal government might well impose or cause an all encompassing catastrophe to halt the tide of student activism which is bent on altering the character of American society. Descriptors: Activism, College Students, History, Student Alienation

Grimshaw, Allen D. (1984). Teaching War as a Social Problem. A Report on Soc101 at Indiana University. Resource Materials for Teaching. One of a series of resources for teaching sociology at the postsecondary level, this volume discusses the background, problems, and course format for an introductory course on war as a social problem. Material is divided into seven sections. Section 1 provides an introduction to the course. Section 2 contains the instructor's personal background and reasons for teaching a course on war. Procedures for preparing a course on this topic are described in section 3. Choice of instructional goals, topics, and course materials is detailed. The following problems encountered in teaching the course are examined in section 4: student enrollment, problems of student expectations and knowledge, teacher problems, and reactions to course materials. Efforts to improve course reading materials are described in section 5. Section 6 examines two contrasting problems in organizing and offering a course on war: the apathy, negativism, and indifference of a number of sociologists on the one hand and the work of anti-war organizations on the other. The final section considers the future of courses dealing with controversial social issues such as war. Attachments include a course syllabus, copies of examinations, questions for a film series which accompanied the course, a course evaluation form, and a letter to Physicians for Social Responsibility. Descriptors: Controversial Issues (Course Content), Course Content, Course Descriptions, Course Evaluation

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Bibliography: Anti-war (page 3 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Positive Universe website.  Some of the authors featured on this page include Paul Jenkins, Crystal L. Keels, Ann Ricks Dailey, Warner Wilson, Seymour Martin Lipset, Adolf A. Berle, OH. Peace Resource Center. Wilmington Coll, George W. Chilcoat, Vicki J. Schlene, and Terence Duffy.

Berle, Adolf A. (1968). Some Perspectives on the Politics and Organization of Education. Adolf A. Berle, a statesman and law professor, discusses the powers and responsibilities of the educational administrator. Emphasized is the belief that education must not be sacrificed to race relations militants, anti-war groups, or teachers' demands. Police force should be used when needed to prevent schools from becoming battlegrounds. Confrontations can be diminished if administrators initiate dialogues with parents in the community.   [More]  Descriptors: Administrator Responsibility, Decentralization, Organizations (Groups), Political Power

Keels, Crystal L. (2004). To Be Black, & Gifted & Red: Cold War Period Yields New, Provocative Ground for Contemporary Scholars, Black Issues in Higher Education. Today's climate of supercharged patriotism and apparent intolerance for comment or critique calls to mind an earlier period of U.S. history. The Cold War that began in the mid-to late-1940s, along with McCarthyism and the anti-communist movement in the early 1950s, created an atmosphere of national hysteria and paranoia. For the past decade, academic interest in this period with its complicated convergence of activity has grown tremendously. Of particular interest is the influence of the period on the civil rights movement of the 1960s."The civil rights movement arose just about the time the issue (anti-communism) was fading," says George Mason University Professor Roger Wilkins. "Joe McCarthy was being diminished and ultimately driven out of power. So Blacks and their allies were consumed with the enormous opportunities and challenges of the civil rights movement; it consumed their imaginations and energies." Wilkins, the Clarence J. Robinson Professor of American History and Culture and a 1972 Pulitzer Prize-winning writer explains that civil rights leaders–like his uncle, former NAACP president Roy Wilkins–wanted to avoid the additional burden of being labeled communist. "Conservatives and racists sought the upper hand by branding civil rights activists communists and thereby discrediting them," Wilkins says. "So the mainstream of the civil rights movement, just like the mainstream labor movement, didn't want anything to do with communism–they knew that would hurt their causes." The consequences of speaking out were dire during this period of extreme paranoia. Careers were lost and reputations ruined. Wilkins remembers White academicians whose careers were derailed for suspicion of "communist activity." African American activists, writers and other Black intellectuals arguing for the end of racial injustice were often forced to censor themselves for fear of a similar fate. Most scholars taking interest in the Cold War era emphasize the international aspects of the Cold War, anti-communism and the civil rights movement in the United States. Indiana University history professor Dr. Claude Clegg, whose research focuses on the political context of the civil rights movement, says the Cold War both hurt and helped the civil rights movement. Descriptors: Freedom of Speech, African Americans, Careers, War

Tolley, Howard, Jr. (1973). Children and War: Political Socialization to International Conflict. A questionnaire which explored children's beliefs about war and the Vietnam conflict was administered in 1971 to 2,677 children in grades three through eight. The study of these responses examines four aspects of socialization to international strife: (1) how and when children acquire attitudes toward war, (2) what attitudes children have about Vietnam, and when these were acquired, (3) how much factual knowledge children have about the Vietnam war, and (4) what the primary sources are of children's information about the war. The purpose of the study was to determine whether the anti-war protests of the 1960's had undermined children's confidence in the government. Results showed that this was the case, especially in the young people's trust in the President. The responses to the questionnaire were tabulated and analyzed for the relative influences of the family, school, community, church, and media, as well as characteristics of the pupils themselves–age, sex, and race. Proposals for research for the immediate future are also given. Descriptors: Age Differences, Childhood Attitudes, Elementary School Students, Family Influence

Shafer, George (1978). The Dramaturgy of Fact: The Testament of History in Two Anti-War Plays, Central States Speech Journal. The dramaturgical dimensions of the "theater of fact" as found in two anti-war plays, "Discourse on Viet Nam" by Peter Weiss and "Xa: A Vietnam Primer" by the ProVisional Theatre are examined. In these plays the author finds that Vietnamese history becomes rhetorical testament in arguments against United States interference in Vietnam.   [More]  Descriptors: Credibility, Drama, Historical Criticism, Literary Criticism

Duffy, Terence (1993). An Environment for Peace Education: The Peace Museum Idea. Peace Education Miniprints, No. 48. Societies all over the world have museums to commemorate war and war heroes. A world-wide growth of peace museums addresses the issue of museums to celebrate peace. These museums, grounded in the activities of nationals, have a regional base but embody a larger international quest for peace education through the visual arts. The original type of peace museum is the anti-war museum. A second type is the issue-based museum such as in Hiroshima and Nagasaki that developed as a response to atomic bombs and the nuclear age. A third strand of peace museum focuses on the celebration of humanitarian work. Modern peace museums have a multi-faceted approach that encapsulates the world-wide quest for peace. These museums constitute a vital force for non-formal peace work and an opportunity for peace educators.   [More]  Descriptors: Educational Facilities, Global Approach, Humanitarianism, International Relations

Campbell, Bruce A. (1976). Personality Antecedents of the Vote. The purpose of this paper is to investigate the relationship between psychological traits and voting behavior. Investigated is the thesis that psychological traits are useful concepts for political scientists as predictors of consistency in behavior. Contending that previous trait theory research has been generally unimpressive, the author hypothesizes that traits may be specific to individuals as well as situations. This reform of trait theory is applied to six politically relevant traits: tendermindedness, radicalism-conservatism, F-scale, social desirability, locus of control, and machiavellianism. The criterion variables include 18 measures of electoral and non-electoral participation, ideology and partisanship, including: votes in campus, local, state and national elections, anti-war activity, party identification, political discussions, and attempts to persuade others. Findings indicate that segregating the sample into trait-relevant and trait non-relevant groups is meaningful since predictive power is distinctly enhanced in the trait-relevant groups. In addition, the analysis shows that the 18 criterion items cluster according to trait-predictability in highly interpretable ways. References relating to personality types, psychological studies, and political participation are included.   [More]  Descriptors: Behavior Patterns, Behavioral Science Research, Data Analysis, Personality Studies

Jenkins, Paul (2000). This Lawless Spirit: Teaching the History of American Protest Music. This paper discusses the rationale for a new course in the history of American protest music which was offered during 1999 at the College of Mount St. Joseph in Ohio. Noting that the course was team taught by a U.S. history professor and a librarian with expertise in the area, the paper states that the course aimed to survey U.S. history through songs of protest and complaint, thereby telling the history of the United States from the bottom up. The paper lists learning outcomes and states that the course met twice a week for 75 minutes with an enrollment of 21 students. The class examined the following topics: What Is Protest Music?; Spirituals and Work Songs; Songs about Racism; Songs of the Wobblies; Songs of the Depression; Songs of Aunt Molly Jackson; Songs of Sarah Ogan Gunning; Songs of Woody Guthrie; People's Songs and the American Left; Songs of Pete Seeger; Songs of Bob Dylan; Anti-War Songs; Vietnam's Aftermath; The Talking Blues; Songs of the Civil Rights Movement; Songs about the Environment; Songs of Feminism; and Contemporary Protest Music. The paper contains an extensive discography and a 29-item bibliography.   [More]  Descriptors: Bibliographies, Discographies, Higher Education, Popular Culture

Wilson, Warner (1986). Attitudes of Students toward Politically Relevant Groups, Social Behavior and Personality. College students (N=155) who did not attend the anti-Vietnam War moratoriums in 1969 and 20 who did attend indicated their degree of liking for five groups chosen to represent authority, and five groups chosen to represent opposition to authority. The non-attenders liked the first groups more and the second groups less than did the attenders. Descriptors: Attitudes, Authoritarianism, Bias, Higher Education

Bjerstedt, Ake (1993). Peace Museums as Potential Instruments of Peace Education. Views Expressed by Members of the PEC Network. Peace Education Miniprints No. 51. Members of the Peace Education Commission answered a questionnaire on peace museums. The first 60 respondents, representing 25 different countries supplied the results of this report. A majority of the respondents had a positive opinion about the potential values of a peace museum. A variety of definitions of a peace museum were supplied by respondents, and a common definition was difficult to obtain although several remarks stated that a museum should go beyond a static collection of objects and develop a participatory environment. While a few countries had experience with peace museums, most countries seemed to have no peace museum experience at all. Alternative ways of focusing peace museums addressed an emphasis on anti-war, pro-peace or both themes and either a multi-dimensional or specific approach. Potential risks and difficulties such as finances and biased displays were indicated by respondents who also provided suggestions on how to promote the idea of peace museums.   [More]  Descriptors: Cultural Centers, Educational Research, Elementary Secondary Education, Foreign Countries

Chilcoat, George W. (1984). History of America: A Popular Music Approach. The study of popular music can be an effective method of examining social and cultural life. Popular music emphasizes the variety of human existence, goals, outlooks, and biases. A pervading theme in popular American music between 1959 and 1984 has been the theme of "America." Over 200 songs reflect personal, social, and political concerns about the United States. A list of many of these songs is divided into categories of American lifestyles, American music, famous Americans, patriotism, and social statements and problems. The latter category is subdivided into music on adolescence, politics, urban life, women's awareness, Black awareness, automation/technology, religious awareness, voting, Indian awareness, ecology, anti-war issues, and society in general. The list includes publication date, record company, and recording artist for all songs. An activity designed for secondary school students involves small groups in analyzing a number of songs to determine theme, audience, major issues, fact vs. opinion, present-day relevance, and making a class presentation of findings. Guide questions and a chart are provided for the students. Descriptors: American Studies, Attitudes, Cultural Activities, Cultural Awareness

Wilmington Coll., OH. Peace Resource Center. (1984). Annotated Resource List of Peace Education Resources Available from Wilmington College Peace Resource Center, Hiroshima/Nagasaki Memorial Collection. Over 130 print and nonprint peace education resources for use with adult groups and elementary, secondary, and college students are described. Audiovisuals may be rented and books may be purchased from the Wilmington College (Ohio) Peace Resource Center. Audiovisuals, including slides, videotapes and videotape cassettes, and 16mm films, are described in the first section of the listing; books are cited in the second half. Both sections are organized topically. Included among the topics are atomic bombings, nuclear war, the arms race, anti-war, civil defense, peace movement, peace education, nonviolence, the draft and conscientious objection, and nuclear power. An index is provided. With a few exceptions, publication dates range from the 1970's to the present. Descriptors: Adult Education, Annotated Bibliographies, Audiovisual Aids, Books

Dailey, Ann Ricks (1983). Educational Attainment and Political Attitudes: An Effect of Schools or Schooling?, Theory and Research in Social Education. The four political attitudes studied involved political interest, political alienation, racial equality, and the Vietnam war. Schooling effects influenced political interest and anti-Vietnam war attitudes but not political alienation and feelings about racial equality. Descriptors: Alienation, Educational Attainment, Educational Background, Educational Research

Wilmington Coll., OH. Peace Resource Center. (1985). Catalog: Wilmington College Peace Resource Center. Revised Edition. A bibliography of low-cost peace education resources for individuals and organizations, this catalogue lists audio-visual materials, archival materials, and books. The audio-visual materials and the books are grouped into some or all of the following categories: atomic bombings, nuclear war, the arms race, anti-war, civil defense, peace education, non-violence, the draft and conscientious objection, nuclear power, and miscellaneous materials. The range of materials available includes slides, tapes, guides, scripts, movies, and videotapes. Each annotation gives a brief description and rental fee. A section titled "Miscellaneous Books" has five selections, including: "The Child's Declaration of Rights and Responsibilities and The Declaration of Rights of the Child" and "The War Prayer" by Mark Twain. Additional non- print items, such as stationery, posters, and packets are included at the back, as is a December 1985 update of materials and a price correction list. Purchase and rental information are given on the inside front cover. Descriptors: Annotated Bibliographies, Conflict Resolution, Critical Thinking, Dissent

Schlene, Vicki J. (1996). Teaching about Vietnam and the Vietnam War. ERIC Digest. This digest discusses the need for teaching about the Vietnam War, possible reasons for the negligible treatment the subject receives in social studies classes, and some instructional approaches to the material. Currently, students lack a systematic and detailed knowledge of this turning point in U.S. history. The impact of the Vietnam War on U.S. foreign policy, domestic politics, and social history cannot be overestimated. The controversial nature of the War and its ensuing political opposition are reasons teachers shy away from this subject. They also are discouraged by the superficial and often distorted textbook coverage, time constraints, and a lack of worthwhile supplementary materials. Three aspects of the Vietnam conflict that should be covered in social studies instruction are identified. These are the conflict itself, the geographic concepts of places/regions and physical systems, and the gamut of homefront issues ranging from the anti-war demonstrations to the political ramifications of the War. To these ends, the digest lists several educational resource kits and theme issues of social studies journals. It also provides an address list of Southeast Asian resource centers and veterans' organizations thats often publish resource packets and teaching materials. In addition, journal articles, annotated bibliographies, and teaching guides are noted.   [More]  Descriptors: Asian Studies, Controversial Issues (Course Content), Diplomatic History, Educational Resources

Lipset, Seymour Martin (1972). Group Life in America: A Task Force Report. Contents of this book include discussions of the following topics: (1) issues for the 1970s (redefining American pluralism); (2) historic pattern of change (rise and fall of repressive movements); (3) unity in the post-war era; (4) breakdown in consensus (racial equality and black militancy; demand for group rights; anti-war and other protests; white ethnicity revitalized; failure of backlash politics; and attitudes toward political and social institutions); (5) the urban crisis; (6) decline of WASP provincial; (7) the democratic coalition: stable or broken (national coalitions; municipal and state coalitions; shifts in the Roosevelt-New Deal coalition; anti-Catholicism of upper class liberals); (8) crisis of liberalism and political situation of American Jewry (declining Jewish political influence?; Jews and blacks; Jews and conservatives; cleavages in the Jewish community); (9) economic issues and group tensions (income distribution in the U.S.; recomposing the GNP: changing national priorities; welfare reform); (10) education (intellectuals and social protest of the left; education, integration, and black upward mobility; "the culture of poverty": attack on the slums; busing; community control of schools; public support for parochial education; financing higher education); and, (11) meritocracy versus quotas (guidelines for affirmative action). Descriptors: Black Power, Civil Rights, Economic Change, Educational Change

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Bibliography: Anti-war (page 2 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Positive Universe website.  Some of the authors featured on this page include Los Angeles Constitutional Rights Foundation, Jules Lobel, Sonja K. Foss, Robert E. Stake, Oliver Walker, Marc Jason Gilbert, Glenn W. Hawkes, Edith J. Cisneros-Cohernour, Michael A. Peters, and David E. Vocke.

Cox, Marcus S. (2006). "Keep Our Black Warriors out of the Draft": The Vietnam Antiwar Movement at Southern University, 1968-1973, Educational Foundations. During the late 1960s and early 70s, the antiwar movement gained momentum and introduced a new wave of protest and demonstrations throughout the nation. At many colleges and universities, military training programs were discontinued or in jeopardy of losing their appeal. Much of the violence that did involve students on Black campuses directly related to civil rights protest or demonstrations involving administrative policies, not military training. Compulsory ROTC was only mentioned in addition to other civil rights issues and university complaints. This study attempts to document the anti-war and ROTC protest movement at Historically Black Colleges and Universities (HBCUs), in particular Southern University between 1968 and 1973. Between those years, the war in Vietnam caused many of the social and political problems in American society. The war unleashed political tensions between "hawks" and "doves", generational divisions between young adults and middle-aged Americans, and political struggles between pacifist and cold warriors. On the campuses of Black colleges and universities, the antiwar movement divided the student body and faculty on many issues. Antiwar supporters focused on political and ideological reasons not to support the war or military training, while pro-military advocates concentrated on the social and economic advantages of military service. Despite all the oppositions, by 1952, 13 Black colleges and universities in nine different states submitted applications to the Department of Defense for the establishment of senior military training programs (Memorandum, Office of the Assistant Secretary of Defense to Major General Hugh M. Milton, 1952 December 22). African-American college presidents were particularly interested in: (1) Increasing the number of ROTC programs in colleges for Negroes and in high schools for Negroes in states where separate educational institutions exist[ed] for Negro and White people to the end that more Negro youth may receive the military training and acquire leadership benefits from such training; (2) Increasing the pay, benefits, and grants-in-aid to ROTC and NROTC students of all groups; and (3) Pointing up the military and citizenship obligations of person involved in the total ROTC and NROTC program. (Memorandum, The Executive Committee of the Conference of Presidents of Land-Grant Colleges for Negroes to The U.S. Office of Education, 1948 April 2). The establishment of military training programs on Black college campuses during the post-war era strengthened the link between military service and training as a citizenship obligation and the quest for African-American civil rights.   [More]   [More]  Descriptors: Foreign Countries, Young Adults, War, Military Service

Hawkes, Glenn W.; And Others (1987). What about the Children? The Threat of Nuclear War and Our Responsibility To Preserve This Planet for Future Generations. Samantha Smith Edition. The purpose of this booklet is to encourage global action that will protect children from the threat of nuclear war. A number of specific steps are suggested to reduce this threat, including: (1) finding 10 minutes per week to work on an anti-war project; (2) supporting anti-nuclear organizations; (3) joining anti-war organizations; (4) sharing pertinent information with others; (5) understanding a system; (6) organizing street lobbies; (7) utilizing the media; (8) challenging the experts; (9) pressuring public servants; (10) sponsoring a resolution or conference; and (11) engaging in citizen diplomacy. The booklet concludes with a list of organizations working for international peace. Descriptors: Child Welfare, Children, Citizen Participation, Disarmament

Stake, Robert E.; Cisneros-Cohernour, Edith J. (2004). The Quality of Teaching in Higher Education, Quality of Higher Education. Campus teaching is not independent of campus politics. Quality of teaching is partly a function of who cares. The complexity of the disciplines taught is not justification for indifference to the needs of students–and the needs of the public, and the state, and the campus administrative offices, and the instructors. Teaching is not merely a matter of communicating but also of providing opportunity to gain skills, understandings, and capacity to persevere, some of which will be outside the comprehension of some of those who teach. Campus politics today seldom mirrors the Marxist, industrialist, civil rights and anti-war battles of the past. Today's macro-politics are driven by global economic causes, particularly the drawing of students away from work in their home communities to the technological and business centers of the more economically developed cities and countries. The micro-politics of teaching continues to be largely a matter of who gets to teach the courses they want to teach. Good quality of teaching requires attention to the choices in the lives of students, not only in academic specialization but choices about with whom they will have coffee and to what values they will commit their careers. In this paper, we support multiple evaluative efforts. We urge some but only a small amount of attention to traits and styles of instructors. We only slightly notice student outcomes. What we emphasize is instructor duty (McConney et al., 1995). We call for personal judgment of the evaluator and urge that the instructor be viewed as a member of a teaching community. Finally, partly as a political view, we oppose using personnel evaluation to standardize campus teaching.   [More]  Descriptors: Teacher Effectiveness, College Faculty, Higher Education, Educational Quality

Hogeboom, William L. (1984). Another Side to Nuclear Education, Social Science Record. Education about nuclear arms should be balanced. Most of the supplementary materials dealing with nuclear war that are available to teachers are published by anti-war groups. Basic problems with these materials are discussed and information which can be used to present the other side of the story is provided. Descriptors: Bias, Controversial Issues (Course Content), Disarmament, Elementary Secondary Education

Gilbert, Marc Jason, Ed. (2001). The Vietnam War on Campus: Other Voices, More Distant Drums. The essays in this collection represent recent scholarship on campus unrest in the 1960s and 1970s. They provide a variety of case studies of the 1960s movements and events beyond the more highly publicized events, and they offer new insights into the antiwar movement. The essays are: (1) "Pro-War and Anti-Draft: Young Americans for Freedom and the War in Vietnam" (John Andrew); (2) "No War, No Welfare, and No Damn Taxation: The Student Libertarian Movement, 1968-1972" (Jonathan Schoenwald); (3) "The Refiner's Fire: Anti-War Activism and Emerging Feminism in the Late 1960s" (Barbara L. Tischler); (4) "Student-Revolt Movies of the Vietnam Era" (Tony Williams); (5) "American Schism: Catholic Activists, Intellectuals, and Students Confront the Vietnam War" (Kenneth J. Heineman); (6)"Moo U and the Cambodian Invasion: Nonviolent Ant-Vietnam War Protest at Iowa State University" (Clyde Brown and Gayle K. Pluta Brown); (7) "Fighting the War in the Heart of the Country: Anti-War Protest at Ball State University" (Anthony O. Edmonds and Joel Shrock); (8) "'Hell No–We Won't Go, Y'all': Southern Student Opposition to the Vietnam War" (Stephen H. Wheeler); (9) "Healing from the War: Building the Berkeley Vietnam Veterans Memorial" (Joe McDonald); (10) "Lock and Load High: The Vietnam War Comes to a Los Angeles Secondary School" (Marc Jason Gilbert); (11) "When the Bell Rings: Public High Schools, the Courts, and Anti-Vietnam War Dissent" (Charles Howlett); (12) "Not Born To Run: The Silent Boomer Classes of '66" (Paul Lyons); and (13) "Aftermath: Pennridge High School and the Vietnam War" (W. D. Ehrhart). (Contains 454 references.) Descriptors: Activism, Case Studies, College Students, Demonstrations (Civil)

Constitutional Rights Foundation, Los Angeles, CA. (2003). War in Iraq. The roots of international law are long and ancient. Archaeologists have unearthed treaties between two Mesopotamian rulers dating back to 3100 B.C. Of all the ancient peoples, the development of modern international law owes the most to the Romans. The 20th century saw two attempts to bring world order through the use of international organizations, the League of Nations and the United Nations. Both were designed as a forum for settling international conflict, a source for international law, and to provide a peacekeeping function through collective security. For the United States, one of the most difficult issues in foreign policy is deciding when the U.S. should exercise military force, as it did in Iraq. This teaching guide on the war in Iraq is divided into four sections: (1)"War and International Law" (A Brief History of the Law of War; America's Foreign Policy: A Brief History; America's Foreign Policy: Military Intervention); (2) "War and the Media" (Fact Finders The Media in Times of Crisis; Press Freedom vs. Military Censorship); (3) "Helping Students Cope" (Suggestions for Teachers; War in Iraq–How Do You Feel? What Do You Think?; Handling Controversy; Project Suggestions); and (4) "Web Links" (Statistics and Information; Web Directories; Maps; Encyclopedias; Gulf War (1980-88); Hussein; Humanitarian Groups; Anti-War Movement; Doves Who Became Hawks; Weblogs; Analyses of Media Coverage; Bush Doctrine; Reporters in the Field; Other Links). The guide contains many types of activities.   [More]  Descriptors: Censorship, Conflict Resolution, Discussion (Teaching Technique), Foreign Countries

Chilcoat, George; Vocke, David E. (1990). Music in the Social Studies: Resources from the Vietnam Era, Social Studies Texan. Addresses the way that popular music depicted the anti-war sentiment during the Vietnam war era, as opposed to country western music which defended government action. Advocates supplementing textbook readings with song lyrics, and suggests a slide presentation to help integrate the two media. Lists three tables with songs organized around specific themes. Descriptors: Audiovisual Aids, Class Activities, Instructional Innovation, Modern History

Such, Elizabeth; Walker, Oliver; Walker, Robert (2005). Anti-War Children: Representation of Youth Protests Against the Second Iraq War in the British National Press, Childhood: A Global Journal of Child Research. Debate over the role that young people should play in politics reflects different conceptions of childhood and adult concerns about loss of authority and political hegemony. Coverage of youth protests against the Second Iraq War by the British national press echoes adult discourse on the nature of childhood and exposes the limits set by adults on political activity by young people. Analysis of news-text and images reveals adult concerns about the political competence of youth, their susceptibility to adult manipulation and the requirement for social control. Adult approval of youth's right to protest was often conditional on the cause espoused.   [More]  Descriptors: Foreign Countries, Young Adults, Youth, Social Control

Foss, Sonja K. (1986). Ambiguity as Persuasion: The Vietnam Veterans Memorial, Communication Quarterly. Identifies five features of the Vietnam Veterans Memorial that may account for its deep universal appeal. Suggests the memorial's effectiveness may recommend it as a model for contemporary anti-war rhetoric. Descriptors: Ambiguity, Communication Research, Persuasive Discourse, Rhetoric

Reese, Stephen D.; Buckalew, Bob (1995). The Militarism of the Local Television: The Routine Framing of the Persian Gulf War, Critical Studies in Mass Communication. Examines the way one local television station covered the Persian Gulf War. Links coverage to the media routines of television newswork, showing how they act as coherent frames supportive of Gulf policy. Finds that the conflict frame placed anti-war protest in opposition to patriotism, and the control frame dealt with protest as a threat to social order. Descriptors: Activism, Higher Education, Mass Media Effects, Mass Media Role

Lobel, Jules (1987). The Constitution and American Radicalism, Social Policy. Discusses the history of the following movements' attitudes towards the Constitution: (1) abolition; (2) feminism; (3) trade unions; (4) socialism and communism; and (5) civil rights and anti-war. Maintains that the tensions in these movements' towards the Constitution represent basic contradictions in the document itself. Descriptors: Civil Liberties, Civil Rights, Communism, Constitutional Law

Levin, Matthew (2009). The Sixties and the Cold War University: Madison, Wisconsin and the Development of the New Left, ProQuest LLC. The history of the sixties at the University of Wisconsin-Madison is both typical of other large universities in the United States and, at the same time, distinctive within the national and even international upheaval that marked the era.   Madison's history shows how higher education transformed in the decades after World War II, influenced deeply by the Cold War struggle with the Soviet Union. Universities became increasingly important to the Cold War effort, with many schools developing close ties with the federal government and especially its national security agencies. The Cold War also helped underwrite a massive expansion of university enrollment in the 1950s and 1960s, while universities offered a space for anti-Cold War dissent. These tensions in Cold War-era higher education were exposed during the war in Vietnam, and they fueled and focused the campus-based protest movement that emerged in the sixties. In Madison, two of the era's most important protests, a 1966 draft sit-in and a 1967 demonstration against interviewers from Dow Chemical Company, indicated how the struggle over the Cold War university contributed to the New Left.   Madison's New Left also had its own distinctive development. Students in the 1950s maintained a critique of American foreign and domestic politics, while signs of a New Left emerged by the middle and later years of the decade. Madison developed a vibrant intellectual community during these years, the result of Wisconsin's Progressive political tradition, a number of irreverent and sometimes even radical faculty members, and a mix of students that included Wisconsin radicals and out-of-state Jews. Established in 1959, the journal "Studies on the Left" was one product of this community, its development highlighting the importance of 1950s student politics in the emergence of the New Left even as its criticism of American imperialism and liberalism spread outside of Madison.   [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D   [More]  Descriptors: Higher Education, Universities, National Security, Doctoral Dissertations

Stone, Lawrence (1970). Princeton in the Nation's Service, N Y Rev Book. Discusses why the dispatch of troops to Cambodia by the United States in April, 1970 moved politically moderate students and faculty at Princeton University to take anti-war measures considered constructive. Descriptors: Activism, Demonstrations (Civil), Political Issues, Student Attitudes

Knupp, Ralph E. (1981). A Time for Every Purpose under Heaven: Rhetorical Dimensions of Protest Music, Southern Speech Communication Journal. Examines the role of a specific rhetorical form, the protest song, in social movements. Analyzes the content of songs from the labor and anti-war movements of the 1960s. Concludes that these songs–generally negative, simplistic, and expressive–are in-group messages designed to reinforce feelings of solidarity.   [More]  Descriptors: Content Analysis, Dissent, Group Unity, Labor

Peters, Michael A. (2004). Education, Globalization, and the State in the Age of Terrorism, Paradigm Publishers. Education plays an important role in challenging, combating and in understanding terrorism in its different forms, whether as counter-terrorism or as a form of human rights education. Just as education has played a significant role in the process of nation-building, so education also plays a strong role in the process of empire, globalization and resistance to global forces–and in terrorism, especially where it is linked to emergent statehood. This book focuses on the theme of education in an age of terrorism, exploring the conflicts of globalization and global citizenship, feminism post-9/11, youth identities, citizenship and democracy in a culture of permanent war, and the relation between education and war, with a focus on the war against Iraq. This book is organized into the following chapters: (1) The Conflicts of Globalization and Restructuring of Education?; (2) Global Citizenship and the New American World Order; (3) Globalization, Family Terrorism and Feminism Post-9/11; (4) Constructing Youth Identities: Citizenship Education, ICT, and Anti-war Protests; (5) Globalization, the Third Way and Education Post 9/11: Building Democratic Citizenship; (6) Terrorism and the Culture of Permanent War: Democracy Under Siege; (7) Education and War: Primary Constituents of the Contemporary World System; and (8) War as Globalization: The "Education" of the Iraqi People.   [More]  Descriptors: Global Approach, Educational Change, Feminism, Foreign Countries

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Bibliography: Anti-war (page 1 of 5)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Positive Universe website.  Some of the authors featured on this page include Maja Korac, Philip C. Wander, Pamela Bolotin Joseph, Stephen Walach, Sherron Killingsworth Roberts, Kimberley Reynolds, Michael L. Butterworth, Patricia A. Crawford, Leslie Smith Duss, and Kathryn McGonigal.

Eckert, Erica (2010). Learning from the Tragedy at Kent State: Forty Years after May 4, About Campus. In this article, the author reflects on the learning opportunities provided by the tragedy at Kent State University forty years ago for educators and learners. Four students were slain and nine students were wounded by the bullets of National Guardsmen who had been sent to quell anti-war demonstrations and vandalism. The events of May 4, 1970, polarized the nation, pitting children against their parents and inflaming fragile town-gown relations. Examining the events, before, during, and after the Kent State shootings can offer lessons in at least three ways: (1) educators can help students better understand the social and cultural context in which actions are taken and decisions are made; (2) educators must understand that their institutions are shaped by events of this magnitude; and (3) educators should use such events to reflect on and understand the implications of their own actions and decisions. One positive outcome of the tragedy was the response of the faculty, who rose, united, to meet the challenge of serving the students in a time of crisis. In all, faculty members put forth great effort to allow the students to continue their studies in nontraditional ways in order to finish their coursework.   [More]  Descriptors: Cultural Context, College Faculty, College Students, United States History

Martin, Jane (2010). Radical Connections: A Journey through Social Histories, Biography and Politics, Institute of Education – London. This lecture will revisit nineteenth and twentieth century education policy and politics in the light of the experiences and struggles of a (nowadays) virtually unknown educator activist. Beautiful, tireless, courageous and principled, socialist school teacher Mary Bridges Adams (1855-1939) gave up her life for the Cause. Encouraged by William Morris and with the patronage of Daisy Warwick, famous as the long-term love of Edward VII, she engaged in a range of political activities. By 1900, Mary was well known as a participant within the broader labour movement and as a campaigner for improvements in working-class education. During the First World War, she was in close touch with the European anti-war movement and threw herself into Russian emigre politics. Guiding campaigns in defence of the right of asylum, she had a range of contacts among suffragettes, trade unionists and socialists, as well as Russian political refugees. Mary urged working-class activists to fight the abandonment of industrial rights and guarantees, such as the right to strike and restrictions on the use of child labour, to back the unofficial rank and file industrial movement on Clydeside and the educational work of the Scottish Marxist John Maclean. Considering the main project of "making socialists" from the standpoint of gender, Martin argues that an appreciation of Mary's vision not only allows for an examination of areas of experience lost in grander narratives but also serves as a context for a fresh set of perspectives on the place of the educational question in the study of British socialism. Foes thought Mary an awful woman: friends like George Bernard Shaw remembered the power of her oratory. Offering an original perspective for plotting women's roles in British leftist oppositional networks, Mary's life and the historical landscape in which that life was lived, contributes to new ways of seeing both socialist and feminist politics.   [More]  Descriptors: Educational History, Educational Policy, Politics of Education, Activism

Reynolds, Kimberley (2013). "A Prostitution Alike of Matter and Spirit": Anti-War Discourses in Children's Literature and Childhood Culture before and during World War I, Children's Literature in Education. Histories of the First World War have regularly implicated children's literature in boys' eagerness to enlist in the first two years of that conflict. While undoubtedly the majority of children's books, comics and magazines did espouse nationalistic, jingoistic and martial attitudes, there were alternative stories and environments. Looking at the publications, organisations and educational establishments that opposed the war and resisted the Germanophobia that began to dominate public discourse at the start of the twentieth century casts new light on some of the challenges and dilemmas facing a proportion of boys as they decided whether or not to join up. Additionally, the fact that there were alternative discourses is a reminder that not all readers would have responded in the same way to the same texts. Three areas are considered: children's stories and pamphlets produced by Quakers and peace societies; left-wing publications, especially those associated with Socialist Sunday Schools; and two of the first progressive schools in Britain.   [More]  Descriptors: Childrens Literature, Culture, War, World History

McGonigal, Kathryn; Galliher, John F. (2008). Mabel Agnes Elliott, We Hardly Knew You, American Sociologist. Sociologist Mabel Agnes Elliott was elected the fourth president of the Society for the Study of Social Problems in 1956-1957 and was the first woman to hold this position. She was an anti-war activist, a feminist and a creative and diligent writer. Yet she experienced many challenges. The Federal Bureau of Investigation kept an active file on Elliott for approximately 30 years, she was the victim of discrimination by her male colleagues at the University of Kansas where she spent much of her career and Professor Robert E. L. Faris used many of the ideas from her "Social Disorganization" textbook without attribution. In spite of her research productivity her salary was frozen for 18 years. Once she began teaching women at Chatham College she found an institution that appreciated her many talents and rewarded her appropriately. Even so, in a male-dominated discipline, her contributions to criminology and social disorganization have been nearly forgotten.   [More]  Descriptors: Females, Sociology, Social Scientists, Biographies

Crawford, Patricia A.; Roberts, Sherron Killingsworth (2009). Ain't Gonna Study War No More? Explorations of War through Picture Books, Childhood Education. At the height of the Vietnam War, Down by the Riverside was transformed from a traditional folk song to a popular anti-war anthem. The raucous and repetitive chorus, "I ain't gonna study war no more …," became a rallying cry for those who wanted nothing to do with the war and the pain and controversy that surrounded it. Although it seems laudable to wash one's hands of the study of war, it may be more advisable to understand the nature of war, its complications, and its very real consequences on the lives of those impacted by it. It may be that a study of war is necessary to help young learners cope with the impact that both the threat and the reality of war have on their current circumstances, and to help them develop a foundation of social responsibility. Because of the sensitivity of the subject matter, addressing issues of war with children is complicated. Educators must thoughtfully consider the ways in which they can invite children to explore these topics in a developmentally appropriate manner. Picture books provide one avenue from which school-age children can begin these types of explorations. Picture books, the type of literature most commonly encountered by young children, offer sophisticated messages through the combination of in-depth print storylines and aesthetically rich illustrations, thus making this type of literature a compact, yet powerful resource for older students as well. This article provides a rationale for using picture books in the study of war and examines picture books across themes that might provide springboards for further explorations.   [More]  Descriptors: Picture Books, War, Foreign Countries, Social Responsibility

Walach, Stephen (2008). "So Far from the Bamboo Grove:" Multiculturalism, Historical Context, and Close Reading, English Journal. In May 2006, the summer-reading committee in the author's middle school debated the relevance of "So Far from the Bamboo Grove" by Yoko Kawashima Watkins and decided against using the book as a required summer-reading selection. Therefore, the author was interested in the controversy that erupted a few months later in Dover-Sherborn, a district near Boston, where Korean American parents protested the book as required reading. "So Far from the Bamboo Grove" has been read in the New England area for more than a decade. The author is one of sixty recommended by the Massachusetts Department of Education for grades 5 through 8. The book is a compelling read, and such books are always in demand. Written by a Japanese American woman about the Japanese experience during World War II, the book addresses the multicultural requirements of progressive curricula and also fits as historical fiction. By portraying the dissolution of an eleven-year-old's comfortable lifestyle–from privileged kid to desperate garbage-picker–the book prompts youngsters to reflect on the transience of good fortune. By graphically depicting the ravages of war, the book has an anti-war theme, and The Peace Abbey has given Watkins its Courage of Conscience Award. So what's not to like? Quite a bit, but the story's darker side becomes accessible only if teachers look beyond the plaudits and become more critically aware of the troubled history of the Japanese in East Asia and of the text itself. "So Far from the Bamboo Grove" has a myopic focus, severely underreporting the historical context. By spinning a suspenseful, dramatic story, the book misleads readers into accepting its portrayal of vulnerable, set-upon Japanese refugees as the all-inclusive historical reality. Worse, a superficial reading of the book deepens everybody's ignorance of Imperial Japan's atrocities and all but guarantees that Holocaust-like war crimes will remain beyond the ken of the majority of Americans, young readers in particular–as those crimes have for more than six decades. Thus, the author states that teachers' vision should not be myopic nor their sensibilities naive. Their perspective must be broad and deep and as fully sensitive to historical context as possible.   [More]  Descriptors: World History, War, Cultural Pluralism, Foreign Countries

Gorsevski, Ellen W.; Butterworth, Michael L. (2011). Muhammad Ali's Fighting Words: The Paradox of Violence in Nonviolent Rhetoric, Quarterly Journal of Speech. While Muhammad Ali has been the subject of countless articles and books written by sports historians and journalists, rhetorical scholars have largely ignored him. This oversight is surprising given both the tradition of social movement scholarship within rhetorical studies and Ali's influential eloquence as a world renowned celebrity espousing nonviolence. Ali's rhetorical performances played a pivotal role in radicalizing the civil rights movement as it (d)evolved into twin forces: Black Power and anti-Vietnam war movements. Ali's rhetoric conjoins messages of Martin Luther King, Jr. and Malcolm X, enabling critics to re-envision civil rights texts. Ali's enduring rhetoric provides a model for analyzing texts and social movements invoking the paradox of the violence in nonviolent civil disobedience.   [More]  Descriptors: Civil Rights, Civil Disobedience, Rhetoric, War

Welch, Elizabeth H. (1972). What Did You Write about the War, Daddy?, Wilson Library Bulletin. Presented is an anti-war evaluation of 19 books on Vietnam for young people. Descriptors: Annotated Bibliographies, Library Collections, Reading Materials, War

Sapon-Shevin, Mara (2004). Being out, Being Silent, Being Strategic: Troubling the Difference, Journal of Gay & Lesbian Issues in Education. Maughn Rollins Gregory writes eloquently and passionately about the critical role his openness, self-exposure, and vulnerability play in creating classroom spaces for genuine discourse and growth. Asked to write a response to Gregory's compelling essay, the author asks herself a similar question: What role will her openness, self-exposure, and vulnerability in constructing this response play in opportunities for discourse and growth? Shall she write an academic response addressing issues of voice, pedagogy, and power? Or should she respond to his essay in kind, naming herself and her struggles, the decision points about her openness and vulnerability? And which identities and struggles does she name? Does she talks about being a peace activist who pickets and leads singing on street corners and anti-war rallies? Since Gregory has shared four episodes from his life, the author responds with four of her own. Individuals can certainly argue, as Gregory does, that by being "out" about who they are, enable others to bring this same level of honesty to the table, facilitating a richer, more authentic learning community. This is a powerful argument and not to be dismissed. He is also aware that faculty and students are not equally positioned in the classroom, and that it is challenging to both have a voice as the "professor" and to not have "the" voice.   [More]  Descriptors: Teacher Role, College Students, College Faculty, Homosexuality

Cushion, Stephen (2007). Protesting Their Apathy? An Analysis of British Press Coverage of Young Anti-Iraq War Protestors, Journal of Youth Studies. Drawing on a systematic content analysis of UK newspaper coverage of young anti-Iraq war protestors, I examine how young people's opinions were mediated before and during the war in Iraq. I explore the extent and nature of coverage, and ask whether newspapers encouraged young people to be active citizens in the public sphere. I argue that the UK press sought to legitimize young people's opinion before the war had started by stressing the consensual composition of the demonstrations. However, the dominant media frame shifted once the war had commenced, with young protestors portrayed as opportunistic truants rather than (as pre-war) active, engaged citizens. I conclude by discussing recent literature which interprets media coverage of protests positively by replacing the concept of the public sphere with the "public screen". While visually stimulating, I argue it is a rather hollow concept because it loses sight of the referent needed to make sense of the reasons why the UK decided to go to war.   [More]  Descriptors: Foreign Countries, War, Young Adults, Dissent

Joseph, Pamela Bolotin; Duss, Leslie Smith (2009). Teaching a Pedagogy of Peace: A Study of Peace Educators in United States Schools in the Aftermath of September 11, Journal of Peace Education. This qualitative study, based on in-depth semi-structured interviews, depicts practices of seven peace educators in public elementary and secondary classrooms in the United States during the time of the terrorist attacks on 11 September 2001 through the US engagement in war in Afghanistan and Iraq. Focusing on individual perceptions of practice and classroom experiences, the participants described how, despite teaching at a time in which terrorism and war had become national preoccupations, they taught a pedagogy of peace that included recognition and rejection of violence, understanding of differences through dialogue, critical awareness of injustice and social justice, and imaginative understanding of peace. The study discloses a multitude of examples of both peacemaking and peacebuilding in their teaching and development of classroom cultures but a lack of emphasis on anti-war curriculum. It also reveals the teachers' motivations for teaching peace education, theoretical influences on their practice, their identities as activists and examples of their curriculum leadership.   [More]  Descriptors: Social Justice, Terrorism, Peace, Foreign Countries

Wander, Philip C. (2011). On Ideology: Second Thoughts, Western Journal of Communication. "Whither ideology?" is an intriguing question, to which the author's immediate response is: Nowhere! Has its moment passed, at least in relation to the way that people ordinarily think of it? Not because the end of ideology has finally come, but because the emergence of the concept in American academic work, as an expression of political commitment in the 1960s, was a response to the slaughter of upwards of four million Vietnamese, who posed absolutely no threat to this country. Its import lay in the fact–if one can set aside for now the fear of over-determinism–that there were emergent civil, human, and anti-war movements that were actively changing the shape and texture of "civic discourse," altering a way of looking at the world that emerged out of the Second World War. The ideological turn in criticism pivoted on America's concerted efforts to expand its sphere of influence to include, if not all of the known world, then that part of it which, during the Cold War, would ultimately benefit from what one now, in a bloodless retrospective, calls "proxy wars." In this article, the author shares his thoughts on ideology and focuses on far more overwhelming and troubling crises than those summoned up by imperialistic adventure, however gut wrenching and massive the slaughter going on at a particular time and place.   [More]  Descriptors: War, Ideology, World History, Western Civilization

Wong, Vivian Wu (2011). Getting It Right: Schools and the Asian-American Experience, Independent School. As a history teacher and advocate for Asian and American students, the author is concerned about what appears to be waning interest in the study of multicultural education and racial politics. In particular, as independent schools become more diverse, as international Asian student populations continue to grow, and as people become increasingly invested in global education, independent school teachers need to be cautious about shifting away from more diverse surveys of American history in favor of more global perspectives. The author understands the growing interest in globally focused education as the world continues to shrink through improved connectivity. Yet, at the same time, she also sees how these new initiatives can provide a convenient "out" for schools when it comes to diversity work within their own communities. From the author's perspective, a diverse narrative of the American experience should take precedence over a broad global focus–since it can provide an important window through which all students can learn about the politics of race in this country while simultaneously helping Asian and Asian-American students from their own racial identities. Asian Americans have also been at the forefront of the struggle for civil rights in the U.S., especially during the 1970s and beyond. On college and university campuses across the country, Asian-American students were active in the Third World student strikes, the women's movement, and the anti-Vietnam war movement, and called for increased minority admissions, affirmative action programs, student support services, and ethnic studies. At the community level, Asian Americans have stood up for workers' rights, affordable housing, bilingual education, social services, bilingual ballots, and political representation, and they have continued to fight against stereotypes, anti-Asian violence, and English-only initiatives. The author contends that including a more nuanced and accurate history of Asian Americans in the U.S. should remain a priority. (Contains 4 notes.   [More]  Descriptors: Ethnic Studies, United States History, Race, Private Schools

Korac, Maja (2016). Is There a Right Time for Gender-Just Peace? Feminist Anti-War Organising Revisited, Gender and Education. This paper addresses the question of totalising gender-power relations that have led to and shaped the wars of the 1990s in Yugoslavia and the emerging ethno-national states on the "periphery" of Europe. I argue that the same type of gender-power relations continue to dominate the region, notably Serbia, and to perpetuate gender inequalities and gender-based violence (GBV) in its many everyday and structural forms, causing profound levels of human insecurity. This analysis aims to set in motion a debate around how to tackle these continuing gender inequalities and GBV in post-war societies. In so doing, I propose a shift from focusing on the "hierarchy of victimisation" that has characterised much of the feminist analyses, activism, and scholarly work in relation to these (and other) conflicts, to a "relational" understanding of the gendered processes of victimisation in war and peace, that is–of both women and men. Such an approach holds a potential to undermine the power systems that engender these varied types of victimisation by ultimately reshaping the notions of masculinity and femininity, which are central to the gender-power systems that generate gender-unjust peace.   [More]  Descriptors: Foreign Countries, Gender Issues, Power Structure, War

Mann, Leon (1974). Counting the Crowd: Effects of Editorial Policy on Estimates, Journalism Quarterly. Differences in crowd estimates at 1965 and 1967 anti-war demonstrations as reported by dove and hawk papers stem from the use of different sources. Descriptors: Higher Education, Journalism, News Reporting, Newspapers

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Bibliography: Peace Education (page 259 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Brattleboro Association of World Colleges and Universities, Melinda Moore, New York World Law Fund, Eugene Brantly, Dayton National Issues Forums, Robert G. Hanvey, OAH Magazine of History, William L. Carruthers, Linda Whiteford, and Inc. New York Friends Group.

OAH Magazine of History (1994). National History Day 1995 Supplement: Conflict and Compromise in History. Discusses the National History Day program and describes the selection of the 1995 theme, "Conflict and Compromise in History." Presents a series of potential project topics divided into 10 categories. Includes an extensive bibliography designed for student research. Descriptors: Activism, Elementary Secondary Education, Experiential Learning, Historiography

Lupton-Smith, Helen S.; And Others (1996). Conflict Resolution as Peer Mediation: Programs for Elementary, Middle, and High School Students, School Counselor. Discusses the increased use of Peer Mediation (PM) programs to solve interpersonal conflicts in school settings in the past 10 years. Provides three distinctive models of PM programs and discusses the stages generally necessary for developing a PM program. Describes three exemplary PM programs: an elementary school model, a middle school model, and a high school model. Descriptors: Antisocial Behavior, Arbitration, Behavior Problems, Conflict

Carruthers, William L.; And Others (1996). Conflict Resolution as Curriculum: A Definition, Description, and Process for Integration in Core Curricula, School Counselor. Discusses the integration of conflict resolution principles into school curricula. Defines conflict resolution as a curriculum and reports on the content and nature of conflict resolution curricula. Reviews practices for implementing and delivering a conflict resolution curriculum. Discusses the importance of imparting an understanding of the theory and practice of conflict resolution to educators. Descriptors: Antisocial Behavior, Behavior Problems, Conflict, Conflict Resolution

Association of World Colleges and Universities, Brattleboro, VT. (1973). Report of the Conference on Alternative Designs for World Universities (Nordenfjord World University, Denmark, August 19-25, 1973). This document is a report of a Conference on Alternative Designs for World Universities. Emphasis is placed on the sponsors; preparatory work; the conference format; alternative designs for world universities: operative designs and projected designs; the dialects of world universities; and the conference statement of purpose. A listing of participants and institutional addresses are included.   [More]  Descriptors: Conference Reports, Cross Cultural Training, Cultural Differences, Educational Planning

National Issues Forums, Dayton, OH. (1992). A Public Voice…'92. America's Role in the World. Energy Options. The Boundaries of Free Speech. A Report from the National Issues Forums, Fall & Winter 1991-1992. This document reports on the tenor and outcomes of the National Issues Forums held in 1991-92 on three issues. The report draws upon three resources: short participant questionnaires, descriptions from groups' convenors, and detailed analysis of the taped proceedings of 10 groups. The report is organized in three sections, each consisting of a report from the forums and excerpts from the public response to each issue by a group of representatives from the national media and Congress who met to review excerpts from the videotapes. The first forum report, "America's Role in the World: New Risks, New Realities," starts from the premise that what dominates people's minds when they think about shaping the U.S. role is the breakup of the Soviet Union. Discussion focuses on the following: United States as a solitary superpower; need for U.S. citizens to be much more frank about themselves and more objective about the rest of the world; the United States as leader, not policer, of the world; and need to concentrate on problems at home. The report on the second issue, "Energy Options: Finding a Solution to the Power Predicament," makes the point that the public's view as reflected in the forum discussions reveals a genuine concern about the energy crisis and how it affects and is affected by the national way of life. Topics include the cost of energy conservation, risks people are willing to live with, mistrust of nuclear energy, and need for a national energy policy. Forums held on the third issue, "The Boundaries of Free Speech: How Free Is Too Free?" indicate a worry about the precedents that any restriction would set. Focuses are sex and violence on television and in the movies and what to do about it, hateful speech, and children's right not to hear.   [More]  Descriptors: Adult Education, Citizen Participation, Citizenship Education, Citizenship Responsibility

New York Friends Group, Inc., New York. Center for War/Peace Studies. (1973). A Guide to Selected Curriculum Materials on Interdependence, Conflict, and Change: Teacher Comments on Classroom Use and Implementation. The purpose of this compilation of teacher-developed descriptive evaluations of curriculum materials is to provide practical guidance to available materials dealing with the selected themes of interdependence, conflict, and change. Each of six conceptual units presented on change, conflict, identity, interdependence, power and authority, and values and valuing, contains introductory information to all the materials analyzed, indexing them by conceptual units, topics/techniques, typical courses into which they might be categorized, and grade level. The bulk of each unit is made up of edited versions of the descriptive teacher evaluations. Bibliographic and cost information for each curriculum title are provided along with information on the circumstances under which the materials were used, the grade level, teaching time, and preparation time required. Comments on content, focus, key concepts, goals, helpful supplementary materials, required student abilities, motivation associated with the use of the materials, and additional insights complete each description.   [More]  Descriptors: Authoritarianism, Conflict, Curriculum Evaluation, Dissent

Zinkievich, Noel; Beard, David (1970). Twentieth Century United States History. Grades 11 and 12. This course outline for grades 11 and 12 presents a topical approach to history instruction with emphasis on the post-World War II era. A statement of general objectives is given and these 22 relevant topics are suggested for study: 1) Radicalism in America, 2) Antiwar Movements, 3) Civil Liberties, 4) Politics of Religion, 5) Black Nationalism, 6) Race Relations, 7) Labor Movement, 8) Politics-Elections and Issues, 9) Changing Economic Patterns, 10) Viet Nam, 11) Minority Groups in America, 12) Cold War Politics, 13) Institutional Changes in American Society, 14) Foreign Policy, 15) United Nations, 16) Problems of Control an Institutionalized Society, 17) Consumer Protection, 18) Identity in America, 19) Manners and Morals, 20) Philosophical Trends, 21) Political Ideologies, 22) Urban Problems. A brief explanation of the concepts and understandings related to each topic is given and significant areas for emphasis are noted. Bibliographies are included by topic and some audiovisual aids listed. A HISTORY OF THE UNITED STATES SINCE 1945 by O. Barck, Jr. and OUR RECENT PAST by W. Bonner are two basic texts. Some further recommendations of the writing committee are that: 1) team-teaching techniques be utilized; 2) the course be evaluated after the first year of instruction; and, 3) TV tapes be edited and a brochure of tapes be made available as a resource for teachers.   [More]  Descriptors: Citizenship, Critical Thinking, Current Events, Curriculum Guides

Moore, Melinda; Olsen, Laurie (1984). Our Future at Stake: A Teenager's Guide to Stopping the Nuclear Arms Race. Intended to encourage young people to take part in the dialogue about nuclear weapons and become active on nuclear issues, this guide talks about nuclear weapons and what people can do to stop the threat of nuclear war. There are two major sections. The first section, "The Problem," contains background readings on nuclear issues. Discussed are how the nuclear arms race started, why people think we need nuclear weapons for national security, the cost of the arms race, and arms control. The second section, "What Can I Do?" discusses how to educate and organize others; take part in marches, rallies, and demonstrations; use voting power; make government listen by lobbying, writing, and calling; influence the media; and improve self-expression. The appendices provide a chronology of U.S.-USSR relations; key dates in disarmament; a sample press release; a list of advocacy and resource organizations, government agencies, and classroom curriculum materials; and a description of youth policy projects of the Citizens Policy Center. Descriptors: Adolescents, Advocacy, Citizen Participation, Civil Disobedience

Yacoob, May; Brantly, Eugene; Whiteford, Linda (1996). Public Participation in Urban Environmental Management: A Model for Promoting Community-Based Environmental Management in Peri-Urban Areas. In October 1992, the Water and Sanitation for Health (WASH) Project held a workshop to explore how the U.S. Agency for International Development (USAID) could incorporate community participation as a core element in projects to improve water supply, sanitation, and other environmental conditions of peri-urban areas in developing countries. The results of the workshop and subsequent work are described in this report, which proposes a model for facilitating community involvement in management of environmental pollution (CIMEP). A CIMEP program empowers residents of peri-urban communities to investigate environmental conditions in their neighborhood, identify problems, set priorities, and plan and implement measures to address the problems that most concern them. With the CIMEP model, two processes develop in parallel: (1) the technical process of identifying and evaluating environmental health problems and developing interventions to mitigate their effects; and (2) the participation process involving a systematic program of training and communication to provide community members, local nongovernmental organizations, and local government officials with skills, information, methods, and practices they need to work together to plan and implement an environmental management program. The report is arranged into sections as follows: CIMEP defined, the CIMEP model, technical methods for assessment and planning, community participation activities in CIMEP, and towards implementing the CIMEP model. Contains 89 references.   [More]  Descriptors: Citizen Participation, Community Cooperation, Community Development, Conservation (Environment)

Hanvey, Robert G. (1975). An Attainable Global Perspective. A more complete understanding of global perspective is provided in this essay through an examination of the modes of thought, sensitivities, intellectual skills, and explanatory capacities which contribute to the formation of a global perspective. With an emphasis on both a formal and informal educational level, the essay is divided into five sections which examine the requirements for an attainable global perspective. Section 1, Perspective Consciousness, underscores the need to recognize the concept that everyone's perspective is shaped by subtle influences and that others may have different perspectives. Section 2, State of the Planet Awareness, examines the problems and solutions for increasing the ability of individuals to intelligently interpret information about world conditions. Section 3, Cross Cultural Awareness, describes the different degrees of cross-cultural awareness and the necessity to reach a stage beyond empathy where one has the capacity to imagine oneself in a role within the context of a foreign culture. Section 4, Knowledge of Global Dynamics, analyzes the world as an interdependent system where the issue of growth may be the predominant contemporary problem. Section 5, Awareness of Human Choices, emphasizes that increased global perspective will require difficult value decisions about the solutions to our world problems.   [More]  Descriptors: Conceptual Schemes, Cross Cultural Studies, Cultural Awareness, Decision Making

World Law Fund, New York, NY. (1971). World Law Fund Bibliography. This draft bibliography of published books and reports is divided into the following topical sections: 1) World Order Overview; 2) Perspectives and Methodology; 3) Trends, Dynamics, and Goals; and, 4) Social Change and The Process of Transition. The Perspectives and Methodology section includes works on futuristics, and systems analysis. Included in the Trends, Dynamics and Goals portion of the bibliography are items on various aspects of war prevention; justice and development; ecological balance; and science and technology. Both classic and lesser known works are listed. Entries provide bibliographic data only; no annotations.   [More]  Descriptors: Bibliographies, Developed Nations, Developing Nations, Disarmament

Berger, Karl; And Others (1989). America, the Soviets and Nuclear Arms: Looking to the Future. Teacher's Resource Book. This curriculum project focuses on U.S.-Soviet relations and the choices that U.S. citizens face today in addressing the Soviet Union and the threat of nuclear war. This book is intended as a resource guide to accompany a 22-minute video presentation and student text that are part of the "Four Futures" curriculum. The resource book includes the curriculum's 6 lesson plans and 27 supplemental activities, along with evaluation criteria and homework assignments for each lesson. The curriculum's six parts are: (1) "Getting Started," (2) "Providing a Historical Background," (3) "Introducing the Futures," (4) "'Playing' with the Futures," (5) "Four Futures Balloting," and (6) "Moving Beyond the Futures." Appendices contain optional evaluation materials, as well as 111 additional references and information to supplement classroom discussion and student research. Descriptors: Area Studies, Conflict Resolution, Decision Making, Diplomatic History

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Bibliography: Peace Education (page 258 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Jack R. Stone, Norma L. Day-Vines, Sheila C. Convis, Larry Minear, William A. Nesbitt, Melanie L. Merkle, New York United Nations Association of the United States of America, Robert M. Jackson, Jack M. Holl, and John Zane.

Zane, Polly; Zane, John (1976). The Native Americans: Teacher's Guide [And 12 Student Booklets]. In this unit, students from grades 4 through 12 study the cultural areas, traits, and life-styles of the North American Indians before settlement by the white man. Students examine the cultural traits of the Indians who live in 12 cultural areas to note the cause-and-effect relationship of traits to the environment and to make comparisons between cultural areas. The materials consist of 12 student booklets and a teacher's guide which contains learning activities, library research topics, discussion questions for each cultural area, and a six-page selected bibliography of student and teacher books. There is a student booklet on each of the following 12 areas: arctic, subarctic, northwest coast, california, plateau, great basin, southwest, plains, prairie, northeast, southeast, and meso-American. Short readings provide students with background information on the area's geography and climate and on the area's Indian society, including a description of its food, clothing, shelter, arts and crafts, and leaders. Responding to questions asked by the teacher, students discuss and examine their findings. They also participate in many class activities such as writing short stories, drawing maps, making sketches of Indian artifacts and jewelry, drawing a floor plan of the inside of a longhouse, and doing library research. Although the teacher's guide and student booklets are available on microfiche, 12 portrait drawings for display and a chart which outlines the cultural traits of each area are available only in hard copy from the publisher.   [More]  Descriptors: American Indian Culture, American Indians, Art, Bibliographies

Busselle, Tish (1971). Conflict Resolution Unit. This 7-day unit, intended for use with secondary students, contains a statement of rationale and objectives, lesson plans, class assignments, teacher and student bibliographies, and suggestions for instructional materials on conflict resolution between individuals, groups, and nations. Among the six objectives listed for the unit are: 1) explain why the actions of both individuals and nations differ due to differences in their cultural experiences, values, perceptions, goals, and expectations; 2) identify the reasons that conflicts occur in the present international system; and, 3) list and compare the kinds of alternative techniques available in the present international system to deal with conflict. A variety of classroom experiences are utilized to help the students achieve these objectives, including presentation and discussion of the film, Little Island; use of the Cuban Missile Crisis as a case study; role playing; and classroom games to illustrate bargaining techniques. A reading on conflict resolution and accompanying exercises are also provided.   [More]  Descriptors: Case Studies, Class Activities, Conflict, Conflict Resolution

Peterson, Deena, Ed. (1975). A Practical Guide to the Women's Movement. An essay, a directory, a reading list, and consciousness-raising guidelines are intended to provide a vehicle for personal change and resources for organizational development. The guide begins with an essay on the women's movement today. A directory, which comprises the first major section of the guide, describes organizations which provide resources or services to women on a national level. General organizations and groups that deal with over 30 different women's issues, such as abortion, childcare, religion, rape, the media, and sports, are listed. The annotated reading list, which comprises the second major section of the guide, cites books and journal articles on a variety of topics. The categories of the directory and the reading list coincide as nearly as possible to facilitate research. The guide concludes with consciousness-raising guidelines for black women and for young women. An index is provided. Descriptors: Abortions, Athletics, Blacks, Contraception

Nesbitt, William A.; And Others (1973). Teaching Youth About Conflict and War. Teaching Social Studies in an Age of Crisis. Number 5. This social studies guide for teachers, interdisciplinary in nature, offers an introductory, objective approach toward the study of conflict and war. The basic underlying assumption of the book is that the institution of war represents a problem to be studied and is amenable to human intervention and resolution. Teachers are encouraged to employ inquiry and discussion techniques which force youth to raise and analyze values and issues dealing with conflict. The book is arranged into six chapters. Chapter one, offering a few theories on the sources of attitudes toward war, reviews historical, philosophical, sociological, economic, biological, philosophical, moral, and ethical factors involved in war. Aspects of conflict and its control — particularly the nature of group conflict — are dealt with in chapter two. In chapter three an actual experiment of inter-group conflict which can serve as a model of the dynamics of conflict is described. Chapter four provides suggestions for a number of topics and sources of materials for building a classroom unit. A classroom game of conflict and cooperation is presented in chapter five. The final chapter, sources and resources, contains annotated bibliographies of: background books, classroom materials, and miscellaneous materials.   [More]  Descriptors: Attitudes, Books, Class Activities, Conflict

Minear, Larry; Weiss, Thomas G. (1995). Humanitarian Politics. Headline Series No. 304. This booklet examines the issue of humanitarian aid in times of crises and how the political and military conditions that generate the need for humanitarian action have changed in the post-cold-war era. There are different faces of civil war, changes in international assistance, and complex emergencies that demand new world responses to help those caught in need. Political realities must be taken into account as the human-needs agenda is addressed. The book has five chapters. Chapter 1, "Humanitarianism and Politics," examines prevailing understandings of humanitarianism and politics. Chapter 2, "Humanitarian and Political Actors," outlines the major actors in today's crises. Chapter 3, "Getting the Relationship Right," provides examples of different ways of responding to these crises. Chapter 4, "Looking to the Future," suggests changes in approach in response to crises. Chapter 5, "Implications for U.S. Policy," presents challenges to U.S. policy. The book concludes that humanitarian action needs to be clearer about its possibilities and limitations while politics needs to be infused with humanitarian dimensions. The volume includes an annotated reading list and a set of discussion questions for classroom use.   [More]  Descriptors: Altruism, Conflict, Cooperation, Foreign Countries

Armacost, Michael H. (1987). U.S.-Soviet Relations: Testing Gorbachev's "New Thinking." Current Policy No. 985. Forty years ago, George F. Kennan advanced the doctrine of containment against Soviet encroachment throughout the world. The Soviet Union has evolved from a Eurasian land power into a global superpower. In an effort to create an international environment congenial to domestic reforms, Soviet leader Mikhail Gorbachev has sought greater tranquility along Soviet borders. He seeks to exploit latent anti-nuclear sentiment in Europe and to challenge the conceptual underpinnings of Western deterrence. While an Intermediate-range Nuclear Forces (INF) agreement would represent a major victory for the North Atlantic Treaty Organization (NATO), there are some who fear Gorbachev's moves represent a more subtle and effective means of removing the U.S. nuclear presence from Europe. This would leave a denuclearized Europe alone to face numerically superior Soviet conventional forces. These concerns can be dealt with by recognizing that NATO will need to retain a significant nuclear element in its strategy of flexible response. That element will be composed of nuclear warheads on INF aircraft and U.S. submarine-launched ballistic missiles. Gorbachev is also attempting to improve relations in the Far East and to exploit the turmoil in the Persian Gulf area. However, any significant change in the conduct of Soviet foreign policy will only gradually emerge. The future U.S.-Soviet relationship is likely to continue to contain elements of conflict and cooperation. A firm, consistent, and patient policy can help the U.S. attain its foreign policy goals.   [More]  Descriptors: Diplomatic History, Disarmament, Foreign Countries, Foreign Policy

National Committee on United States-China Relations, New York, NY. (1971). Notes from the National Committee. Volume 1, Number 3. The newsletter of this national organization presents commentary on the foreign policy relationship between the United States and China and cites relevant current information. In the summer, 1971 issue introductory comments on the Taiwan policy dilemma appear, as well as announcements of study programs, conferences or symposia, and field staff activities. A main section, China in the News, summarizes current news items based largely on New York Times, Washington Post, and Far Eastern Economic Review Sources. Proposals of Senators and private organizations for alternatives and change in United States policy toward China are outlined in the article "China Policy–Which Direction?". Topics covered in the various proposals include United Nations membership, the Taiwan question, as well as travel and trade policies. In addition, specific texts of U.N. Draft Resolutions are given. The newsletter provides an annotated bibliography on China Resources, citing book and magazine materials, forthcoming television programs, and interview tapes available from the Committee. Those interested in receiving the newsletter regularly should request that their name be placed on the mailing list.   [More]  Descriptors: Asian History, Communism, Foreign Countries, Foreign Policy

United Nations Association of the United States of America, New York, NY. (1973). Teaching Materials on the UN: An Annotated Bibliography for Elementary and Secondary Schools. This annotated bibliography is the result of an effort to facilitate and stimulate teaching about the United Nations by bringing together, from a wide variety of sources, materials recommended for school use by educational authorities. Special emphasis is placed on new development in teaching about international understanding and extracurricular opportunities for student involvement. The bibliography is divided into the following categories: (1) curriculum aids for teachers including approaches and methods, curriculum units and promising practices, audiovisual material, and sources of information; (2) student participation both within the classroom and beyond, including summer opportunities; (3) background materials about the UN in general and about many of its special agencies; and (4) books for student reading. Most entries date from the late 1960's and early 1970's. Each item listed is available through the UN agencies, publishers, and organizations listed at the end of the bibliography or through information accompanying the entry.   [More]  Descriptors: Annotated Bibliographies, Audiovisual Aids, Bibliographies, Civil Liberties

Holl, Jack M.; Convis, Sheila C. (1991). Teaching Nuclear History, History Teacher. Presents results of a survey of the teaching about nuclear history at U.S. colleges and universities. Reports the existence of a well-established and extensive literature, a focus on nuclear weapons or warfare, and a concentration on nuclear citizenship, therapy, or eschatology for courses outside of history departments. Discusses individual courses and departmental approaches. Descriptors: Controversial Issues (Course Content), Course Content, Course Objectives, Diplomatic History

Stone, Jack R. (1971). Social Studies: International Trouble Spots. This elective course of study for grades seven through nine is part of a total effort to revise curriculum to fit the quinmester administrative organization of schools. The intent is to equip students to meaningfully analyze current events. Emphasis is placed on understanding the complex underlying political, economic, racial, and religious causes for conflict and alternatives for resolving conflicts. The guide is divided into four sections: 1) a broad framework of goals; 2) international course content outline; 3) lists of objectives and learning activities picturing the concept and behavioral objectives for a set of learning activities that incorporates case studies of current world trouble areas such as Southeast Asia, the Middle East, South Africa, Divided Germany, India and Latin America; and, 4) recommended textual and alternate materials, including supplementary suggested teacher resources. Related documents are SO 002 709 through SO 002 718.   [More]  Descriptors: Activity Units, Behavioral Objectives, Case Studies, Conflict Resolution

Day-Vines, Norma L.; And Others (1996). Conflict Resolution: The Value of Diversity in the Recruitment, Selection, and Training of Peer Mediators, School Counselor. Discusses issues of diversity as program objectives in recruiting, selecting, and training peer mediators. Asserts that coordinators of peer mediation programs should select mediators that represent a cross section of the student body that reflects sensitivity to the school's demographic composition. Descriptors: Antisocial Behavior, Arbitration, Conflict, Conflict Resolution

Lhowe, Mary, Ed. (1996). Charting Russia's Future in the Post-Soviet Era. Revised. Choices For the 21st Century. This unit is part of a continuing series on current foreign policy issues. The first section asks students to consider Russia's future as if they were Russian. Background readings provide information to help students address policy issues and include: (1) "Lessons from Russia's Past"; and (2) "Exploring the New Russia." Once students have discussed background issues they are faced with the policy options: (1) "Strength in Unity"; (2) "Proceed with Caution"; and (3) "Look Outward." The second section asks students to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The core of the section offers three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a clearly defined philosophy about Russia's place in the world and offers broad guidelines on fundamental public policy issues in Russia. The background reading prepares students to assess Russia's policy choices. Part 1 surveys four key periods of reform in Russian history, ranging from the reign of Peter the Great to the Gorbachev era. Part 2 reviews the momentous changes that have taken place in Russia since the collapse of the Soviet Union, focusing in particular on new political thinking, economic reform, and Russia's evolving international relations. The unit involves role playing as well as policy research and debate. (Contains supplementary documents and suggests readings at the end of section 1.) Descriptors: Developing Nations, Diplomatic History, Foreign Countries, Foreign Policy

Karnow, Stanley (1989). In Our Image: America's Empire in the Philippines. Headlines Series 288. This brief issues booklet provides basic information about the emerging democracy in the Philippines, as of 1989. The topics covered include the following: (1) "All in the Family"; (2) "The American Legacy"; (3) "An Enduring Presence"; (4) "Revolution: The Overthrow of President Marcos"; and (5) "Democracy Restored: Cory Aquino Victorious." A list of discussion questions and a 15-item annotated reading list conclude the booklet.   [More]  Descriptors: Colonialism, Conflict, Diplomatic History, Foreign Countries

Jackson, Robert M.; And Others (1973). Simulated International Politics: Classroom Exercises. The manual consists of six easy to use simulation exercises for foreign relation classes at the secondary level. The games are designed to teach decision making skills, to sensitize students to the manner in which Americans have come to view the world, to help students understand the need to manage problems before they become too severe, and to demonstrate the impact of coalitions on the political stability and development strategies of developing nation states. The following games are included: (1) The Premier's Speech, (2) The Bargaining Process, (3) Crisis Management, (4) Guns or Butter, (5) Food Crisis, (6) Latin America Coalition Game. The purpose of the exercise, the game format, specific instructions for running the game, and questions which can be raised in the post-game debriefing period are provided for each simulation. All materials necessary for playing each game are included in the manual. Descriptors: Class Activities, Conflict, Decision Making, Developing Nations

Gulick, Thomas G.; Merkle, Melanie L. (1983). The Model U.N. Program: Teaching Unreality. A United Nations Assessment Project Study. The Heritage Foundation Backgrounder No. 282. An evaluation of the instructional materials used by high school and college students who participated in the Model United Nations Program showed that the program is uncritical of the United Nations (U.N.) and biased against the United States and the West in general. These materials are strongly promoted by many prominent educational professional organizations. Examples of some of the biases found follow. The core curriculum being taught through the materials is the New International Economic Order (NIEO), which teaches that capitalist nations are exploiting poorer nations and that the solution to this exploitation is the massive redistribution of wealth from the developed nations to the Third World. There is no analysis of the internal problems of developing countries. Other curricula support the U.N. continual condemnation of Israel and South Africa, never mentioning PLO terrorist activities, the training of Angola troops by Soviet advisors, or the extensive U.N. funding of Marxist guerilla groups. Other areas of bias were found in the way the materials treated population, food, disarmament, U.N. peacekeeping, and human rights. A balanced program in international affairs is urgently needed.   [More]  Descriptors: Bias, Capitalism, Civil Liberties, Conferences

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Bibliography: Peace Education (page 257 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Clarksville Howard County Board of Education, Albert Fishlow, Jack C. Hanna, Abraham F. Lowenthal, Kathy Bickmore, Sandy Tsubokawa Whittall, Karla A. Henderson, Dianne Schilling, Carol Miller Lieber, and William J. Zahka.

Lowenthal, Abraham F.; Fishlow, Albert (1979). Latin America's Emergence: Toward a U.S. Response. Headline Series 243. In order to provide a basis for improving United States policies toward Latin America in the 1980s, the document examines past U.S. policy and relations, evaluates recent U.S. approaches, and offers a reassessment of current U.S. interests in Latin America. The book is divided into five chapters. Chapter I discusses social, economic, and political change in Latin America from the 1950s through the 1970s. Topics include the 1961 Alliance for Progress, the prosperity and integration of Latin America into the world economy, the trend away from democratic institutions, and the rejection of U.S. dominance. Chapter II compares the traditional view of U.S.-Latin America relations in terms of cultivating security and private economic interests with a new concept of U.S. interests.  Problems of massive immigration, advanced nuclear research in Latin American countries, growing economic interdependence, and authoritarian regimes are noted. Chapter III examines the policies of Presidents Kennedy, Johnson, Nixon, Ford, and Carter. Chapter IV proposes a restructuring of the entire economic and political order on the basis of consistently applied liberal policies of a free market which serves the interests of weaker as well as stronger countries. Suggestions are offered for applying this approach to trade, finance, foreign investment, technology transfer, foreign investment, migration, and human rights. Methods for implementing free market policies are discussed in Chapter V. Discussion questions conclude the document. Descriptors: Attitude Change, Change Strategies, Democracy, Developing Nations

Schaufele, William E., Jr. (1981). Polish Paradox: Communism and National Renewal. Headline Series 256. This brief issues booklet provides basic information about the role of the Catholic Church in Poland, the erosion of Communist party leadership over the past year (as of 1981), the rise of the Solidarity Union and the economic problems plaguing the Polish people. An introduction is followed by the following sections: (1) "History of a Millennium"; (2) "Communist Poland"; (3) "Solidarity"; (4) "Church, Farm, and Freedom"; (5) "Poland between East and West"; and (6) "1981 and Beyond: A Personal Epilogue." A list of discussion questions and an 11-item reference list conclude the booklet.   [More]  Descriptors: Catholics, Communism, Conflict, Diplomatic History

Schilling, Dianne (1993). Getting Along: Activities for Teaching Cooperation–Responsibility–Respect. This book provides activities to introduce or reintroduce students to conflict resolution skills in a deliberate, enjoyable fashion and to elevate their awareness of each person's responsibility to create a cooperative environment wherever they may be. Interdependence is a central theme as is the awareness that dissent and conflict are natural and productive elements in society. Activities are grouped into seven topic areas with accompanying handouts. The topic areas include: (1) "Appreciating Differences"; (2) "Communicating Effectively"; (3) "Developing Friendship Skills"; (4) "Helping and Being Helped"; (5) "Including Others"; (6) "Resolving Conflict"; and (7) "Working Together." Descriptors: Antisocial Behavior, Conflict, Conflict Resolution, Cooperation

Irwin, Wallace, Jr., Ed.; And Others (1979). Salt II: Toward Security or Danger? A Balanced Account of the Key Issues in the Debate. Facts and controversial issues concerning SALT II (Strategic Arms Limitations Talks) are examined. The intent of the document is to enable non-specialists in military/strategic matters to arrive at their own conclusions. Central questions explored are: Is it possible to arrive at an agreement that will stabilize strategic arms competition and leave each side confident that the other would not launch a nuclear attack? Is SALT II such an agreement? Will the nation's security be better served by ratifying or by rejecting SALT II? Section I examines the evolution, weaknesses and limitations of agreements leading up to SALT II from 1963 to 1970. Section II presents key concepts and terms relevant to nuclear strategy, including nuclear deterrence, mutual assured destruction, and limited nuclear response. The recent Soviet buildup of arms, a discussion of the vulnerability of the United States' Minuteman Missile, and the question of how compliance with the SALT agreements may be verified are examined. Section III compares the three types of nuclear weapons systems: land-based intercontinental ballistic missiles, submarine-launched ballistic missiles, and heavy intercontinental bombers. Section IV focuses on the limits and methods of verification called for in SALT II. Section V discusses attitudes of private organizations, senate members, and public polls toward the agreements. Sections VI and VII summarize the key issues and main arguments for and against SALT II. Descriptors: Disarmament, Federal Government, Foreign Policy, Government Role

Sloan, Stanley R. (1988). Conventional Arms Control and Europe's Future. Headline Series No. 287. This brief issues booklet provides basic information about the arms control issue in Europe, as of 1988. The table of contents includes the following: (1) "Trying Again"; (2) "Prelude to Arms Control"; (3) "The First Attempts: MBFR (Mutual and Balanced Force Reductions) and CSCE (Conference on Security and Cooperation in Europe); (4) "CAFE (Conventional Armed Forces in Europe): The Political and Military Environment"; (5) "The Future of Conventional Arms Control"; and (6) "Western Concerns and Options." A list of discussion questions, an annotated reading list, and a key to abbreviations also are included. A map of the region and several tables highlight the booklet.   [More]  Descriptors: Adult Education, Armed Forces, Conflict, Diplomatic History

Zahka, William J.; Mayers, Teena Karsa (1985). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. Instructor's Manual. Intended for teachers of secondary and college level students, this instructor's guide presents an overview of materials covered in the student text, followed by four categories of examination questions and teaching aids. The guide reflects the format of the student text and is divided into four sections. A brief description is provided of each section of the student text: Section I gives the reader factual background on the beginning of the atomic age during the Truman years through the Reagan administration; section II defines the various types of nuclear weapons; section III discusses the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns; and section IV describes the effects of nuclear war and civil defense. For each section this guide presents four categories of examination questions: essay questions, true or false statements, multiple choice questions, and completion and fill-in questions. Test answers follow each category. A list of teaching aids intended to provide educators with a choice of projects, topics for debate and written reports, and library assignments is included for each section. Descriptors: Civil Defense, Controversial Issues (Course Content), Definitions, Disarmament

Bickmore, Kathy; And Others (1984). Alternatives to Violence: A Manual for Teaching Peacemaking to Youth and Adults. Designed as a guide to teaching an introductory course in creative conflict resolution for adults and teenagers in school and community settings, this resource manual describes active, experiential learning activities. The alternatives to violence course is structured into twenty 45-minute units (a total of 15 hours). Sessions 1-3 examine kinds of violence, the nature of violence, and institutional violence. Session 4 deals with basic responses to conflict and historical cases of nonviolent action. Sessions 5-7 focus on the development of nonviolent alternatives, including active listening, group facilitation and consensus, and negotiation and leadership. Session 8 explores differences between violence and nonviolence and session 9 examines elementary skills necessary for active nonviolent self-defense. Sessions 10-12 deal with confronting violence, alternatives to violence on the community level, and problem solving. In session 13, students apply concepts and skills for interpersonal and community conflict resolution to global problems. A session on nonviolent national defense (session 14) is followed by a session promoting nonviolence as a philosophy or lifestyle. Sessions 16 and 17 relate personal lifestyles to global conflict resolution through problem-solving exercises involving current events. In sessions 18 and 19, students learn to influence the U.S. political system through effective letter-writing and steps toward global nonviolence are discussed. A course evaluation sheet is presented in the final session. The manual concludes with a bibliography, glossary, description of games, and a list of conflict scenarios.   [More]  Descriptors: Adult Education, Conflict, Conflict Resolution, Controversial Issues (Course Content)

Lieber, Carol Miller (1994). Making Choices about Conflict, Security, and Peacemaking Part I: Personal Perspectives. A High School Conflict Resolution Curriculum. Field Test Version. This document presents a variety of materials for classroom use to address the issues of conflict, security, and peacemaking. Designed for high school, the lessons are presented from a personal perspective and intended for several learning environments, including: (1) integration into traditional courses; (2) self-contained one to two week units; (3) interdisciplinary units in the humanities; (4) a year's thematic focus; (5) a learning strategy approach; (6) a skill-centered approach; (7) schoolwide conflict resolution programs; and (8) conferences, schoolwide projects, and special events. The topics featured are: (1) "Introduction"; (2) "Security in Your Life" (8 activities); (3) "Dealing with Differences" (12 activities); (4) "Exploring the Nature of Conflict" (11 activities); (5) "Resolving Interpersonal Conflict" (11 activities); (6) "Dealing with Anger and Violence" (13 activities); (7) "Perspectives on War and Peacemaking" (14 activities); and (8) "Tools for Participation, Decision Making, and Problem Solving." Primary documents also are included, as are complete lesson plan procedures. Descriptors: Cognitive Processes, Conflict Resolution, Cross Cultural Studies, Decision Making

Irwin, Wallace, Jr., Ed.; And Others (1980). American Foreign Policy for the '80s: A Voter's Guide to the Facts and Issues. The purpose of this guide is to provide voters, officeholders, and candidates with background information on major foreign policy issues so that they can follow the 1980 presidential debates and reach their own informed conclusions. Thirteen major foreign policy topics are covered. The material is written in telegraphic style to get the essential information into a limited space. All facts have been carefully researched and the approach is strictly impartial and nonpartisan. Each topic includes a section tracing administration policy and concludes by presenting alternatives to present policy, with main arguments pro and con. A few additional readings are listed for each subject. Topics treated are: Leadership: President vs. Congress; U.S. Defense Policy; International Terrorism; Energy: U.S. Dependence on Foreign Oil; Trade and the Dollar; The UN and Third-World Development; Southern Africa; China and Taiwan; Cambodia, Vietnam and the Refugee Crisis; The Caribbean and Central America; The Arab-Israeli Conflict; Iran, Afghanistan and the Persian Gulf; and After Afghanistan: The U.S. and Russia. Descriptors: Adult Education, Debate, Developing Nations, Economics

Hanna, Jack C.; Maddalena, Gracemarie. (1994). Respect, Reflect, Resolve. Ten Anti-Violence Lessons for Use in Middle and High School. First Edition. This teacher's guide provides 10 interactive lesson plans to educate youth about the consequences of violence. The lessons explore the different kinds of violence in society, conflict resolution through mediation, the behaviors that constitute sexual harassment, statistics on violence, ways to avoid domestic violence and the use of deadly force, the impact of television violence, sentencing enhancement statutes for gang activity, non-violent theories of social change, the problems facing minorities in Germany, and foreign policy alternatives to ethnic violence, civil wars, and genocide. The teaching strategies challenge students to solve problems peaceably through mediation and creative thinking. Beginning with the premises that respect is an unalienable right and that disrespect has no place in a democracy, the first priority of this curriculum is to foster respect for the inherent worth of all human beings. Once respect is established, the second step to avoiding violence is to reflect, to have the courage to think and to act clearly. Resolution, the third step, implies choosing an alternative that will allow everyone to walk away from a conflict with their worth as an individual intact. The book provides handouts to supplement mediation exercises, suggestions for resource persons, and guidelines for implementing a mediation program. Descriptors: Citizenship Education, Conflict Resolution, Discipline, Family Violence

Fogg, Richard W. (1972). Some Effects of Teaching Adolescents Some Creative, Peaceful Conflict Resolution Approaches. The field of conflict resolution in the social studies curricula is considered in this paper. The author presents a repertoire of creative and peaceful conflict resolution approaches in a copyrighted appendix. Techniques are described and contrasts are drawn with current social studies curricula. Some of the effects of teaching part of the repertoire to some high school students is reported. The proposed creative, peaceful approaches to international conflict are organized into six categories based on what dimension of a conflict is mainly involved: the parties involved, the bases of conflict, the location, the timing, the nature of the involvement, and the causes. It is suggested that the value of including conflict resolution in social studies curricula is that creative, peaceful approaches can provide options that can reduce the necessity for a persisting stalemate, can reduce the need for tension to continuously escalate while negotiation continues, and can reduce the likelihood of exhausting all the promising nonviolent strategies for dealing with a particular crisis.   [More]  Descriptors: Adolescents, Affective Behavior, Attitude Change, Conflict Resolution

Henderson, Karla A.; And Others (1986). Camping and the Nuclear Drama, Camping Magazine. Outlines effects on children of nuclear war threat and suggests that camping experiences can give children reasons to hope for and ways to work toward a peaceful world. Recommends 11 ways for camp staff to involve campers in social changes necessary to address nuclear issues. Includes resources list. Descriptors: Attitude Change, Camping, Change Strategies, Children

Mayers, Teena (1983). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. New Edition. Intended for secondary and college level students and teachers, this guide discusses the nuclear arms control issue. There are four sections. Section I discusses U.S. nuclear strategy from 1945 to the present, strategic nuclear weapons competition between the United States and the Union of Soviet Socialist Republics (U.S.S.R.), U.S. administrations and U.S.S.R. counterparts, and international concerns. Section II examines characteristics of nuclear weaponry, the MX missile, defense systems, and the source of authorization for the release of U.S. nuclear weapons. Section III focuses on the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns. Topics discussed in the concluding section, section IV, include the effects of nuclear war and civil defense. Arms control terms are defined, and acronyms used in nuclear weapons issues are listed. An index is provided. Descriptors: Abbreviations, Civil Defense, Controversial Issues (Course Content), Definitions

Howard County Board of Education, Clarksville, MD. (1970). A Curriculum Guide in Elementary Social Studies: Man in a Changing Society. Grade Five. This grade 5 social studies curriculum unit presents a course on Man In A Changing Society. An objective of the instructional program for this level is that the student broaden his perspective of the concept "man" from the family, community, and the state to understand his nation as a changing society. Units for study are: 1) A Nation Evolves From Immigration; 2) A Nation Emerges Through Conflict To A World Power; 3) Man and His Government; and, 4) Scarcity Is a Constant Reality (Optional). Format of the guide is consistent with this series, stating objectives and giving curriculum content in these major divisions: 1) Concepts; 2) Teaching Strategies; 3) Content and Materials; 4) Varieties in Strategies and Content; and 5) Evaluation. A specific objective of the fifth grade program is the improvement of social and academic skills through opportunities of individualized or small group work. Related documents are: SO 001 185 through SO 001 189.   [More]  Descriptors: Acculturation, Citizenship, Civil War (United States), Colonial History (United States)

Kreidler, William J.; Whittall, Sandy Tsubokawa (1999). Early Childhood Adventures in Peacemaking: A Conflict Resolution Activity Guide for Early Childhood Educators. Second Edition. This early childhood curriculum (ages 3-6) uses games, music, art, drama, and storytelling to teach young children effective, nonviolent ways to resolve conflicts and provides caregivers with tools for helping young children develop key conflict resolution skills. Following an introductory chapter, Chapter 2 provides guidance in assessing the needs of an early childhood program and provides strategies for implementing the Peaceable Program. Chapters 3 through 9 focus on the five key themes of the Peaceable Program: communication, cooperation, expressing emotions and managing anger, appreciating diversity, and conflict resolution. Each of these chapters reviews the developmental issues involved in the area; provides guidance in setting goals for children, identifying needed skills, and assessing progress; and includes tips and troubleshooting strategies. Chapters 10 through 15 detail classroom activities using music, puppets, storytelling, and parachute play. Chapter 16 includes ways to involve parents in building a Peaceable Program, and includes letters for parents and reproducible tip sheets with suggested activities to support the classroom program. Descriptors: Art Activities, Classroom Environment, Conflict Resolution, Curriculum Development

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Bibliography: Peace Education (page 256 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Boston. Massachusetts Teachers Association, Robert C. North, Stephanie Roy Hatteberg, Inc. New York Friends Group, Gayle Mertz, Columbus. Ohio Center for Law-Related Education, Richard A. Fagerstrom, Bruce Borad, Nan Schneeberg, and Prosper Kpotufe.

Hatteberg, Stephanie Roy; And Others (1992). The Changing Role of Women in Twentieth Century Law Enforcement. A review of 44 studies and references on women in police work showed that for a long time women who had gained access to employment in law enforcement did so only in a very limited sense. It was not until the 1960s that women began to be assimilated fully into the ranks of patrol officers for the first time. With the passage of Title VII of the Civil Rights Act in 1964 and the amended version in 1972, which included federal, state, and local governments, women finally gained access to jobs in the criminal justice system on equal ground with men. Many of the institutional barriers such as physical strength tests which had prevented women from gaining entrance into law enforcement were eliminated in the 1970s. The slow progression of women's integration into law enforcement may be explained by the fact that administrators have been slow to adapt to structural changes in how law enforcement interacts with society in general. The entrenched belief that superior physical strength is necessary for police work has been discredited in numerous recent studies, as modern law enforcement has become community and human-service oriented. This orientation is highly congruent with female law enforcement officers' policing style, which stresses conflict resolution. Implementation of community-based law enforcement policies should provide police agencies with an opportunity to make wider use of the capabilities of women officers.   [More]  Descriptors: Administrator Attitudes, Adults, Employer Attitudes, Employer Employee Relationship

Ohio Center for Law-Related Education, Columbus. (1997). Youth for Justice: Students Speak Out against Youth Violence. Report of the Annual Youth for Justice Summit (3rd, Columbus, Ohio, April 30, 1997). Ideas submitted by middle school Youth for Justice teams are presented. Sixty-four teams from middle schools in all regions of Ohio spent 5 months researching and preparing their ideas for the Youth Summit. Ideas that identify and propose solutions and action steps to address the multiple problems of violence by and against youth are compiled in this booklet, as part of the third Youth for Justice project. The first section, "Youth for Justice Works! Impact of Youth for Justice Projects" presents complete problem solutions by student teams on site in two middle schools. Other sections are arranged by themes and contain lists of ideas submitted by teams from several schools working together at the summit. Themes include: (1) Conflicts and Abuse; (2) Violence; (3) Peer Pressure and Cliques; (4) Substance Abuse; (5) Personal Problems and School Problems; and (6) Crime, Gangs, and Guns. The Willetts Middle School Youth for Justice Survey is appended. Participants, planning committee, and others who contributed are listed. The booklet includes photographs of teams who attended the conference.   [More]  Descriptors: Conflict Resolution, Human Relations, Intermediate Grades, Junior High Schools

Hanvey, Robert (1975). Intercom, 77. Explorations in the Emergent Present. The issue of Intercom promotes an awareness of the world as a system that poses new possibilities and obligations for educators as well as policy makers. The first part includes interviews with and excerpts from the works of Denis Meadows, joint author of Limits to Growth; Mihajlo Mesarovic, co-author of Mankind at the Turning Point; Robert Heilbroner, author an An Inquiry into the Human Prospect; and Herman Kahn of the Hudson Institute. The second portion of this issue is addressed to the teacher. The teacher's dilemma–teaching about unsolved problems–is discussed. Five experimental lessons requiring five to seven class periods are offered as means for directing systematic thinking about world problems. These lessons include (1) a questionnaire to confront students with the possibilities and problems of the future, (2) an exercise using graphs to chart the choices available between linear and exponential growth, (3) a simulated city council decision on housing development translated into a problem of finite arable land resources, (4) the ethics of choices in coping with international food shortages, and (5) a simulation in which various interest groups make national policy recommendations with the assistance of computer projections. Teachers are urged to duplicate the contents of the journal for classroom use and to provide Intercom with feedback on the issue. Descriptors: Economic Progress, Food, Futures (of Society), Global Approach

Henriksson, Benny (1984). A Key Problem: The Socialization of Youth, Prospects: Quarterly Review of Education. Social changes in Sweden have engendered concrete problems for young people. For example, an extensive government-sponsored day care system has left many youth longing for social contacts with adults. The Swedish society is giving material welfare higher priority than social welfare. Possible solutions are discussed. Descriptors: Community Action, Comparative Analysis, Comparative Education, Day Care

Kirkland, Olin (1970). On Conflict: A Curriculum Unit with Comments. This experimental eight week unit is designed to give students a more detailed understanding of the concepts and realities of conflict, violence, war, and international behavior than is usually done with the ordinary piecemeal textbook approach to human interaction. After trial classroom use, it was determined that the activity may be used in whole or in part, integrated into existing curriculum, in courses such as civics, United States history, world history, western civilization, area studies, international relations, anthropology, sociology, or psychology. Operation within the cognitive domain is intended with the last sub-unit on understanding of real-world situations having an impact upon the students affective domain. The other sub-units are: 1) dilemma, introduction of the ideas of ambiguity, paradox, and personality differences; 2) Cycles in Violence; 3) Behavior of Escalation; 4) Theory of Revolution; 5) Measures of Stability, nation-state stability, the modernization process, impact of revolution; 6) Economic Aid and Political Stability; 7) Arms and Insecurity; 8) Impact of Nuclear War; 10) Planning for the Future, measures of probability and study of future events; and, 11) The Inter-Nation Simulation. Some resource materials are included in each sub-unit. For further information see SO 001 259 through SO 001 267.   [More]  Descriptors: Cognitive Objectives, Concept Teaching, Conflict, Conflict Resolution

Massachusetts Teachers Association, Boston. (1983). Choices: A Unit on Conflict and Nuclear War. Ten lessons on the evolution of the nuclear arms race, the nature and consequences of using nuclear weapons, and new ways that conflicts among nations might be resolved are presented for the junior high school level. The unit contains age-appropriate materials to equip students with skills and knowledge to understand what choices can be made to ensure a peaceful and secure future. Also, conflict is addressed on a personal level so that students can analyze their own behavior and understand the importance of communicating, negotiating, and dealing with aggression through nonviolent means. Specific topics covered are the effects of the first atomic bomb; conflict on a personal level; communication, negotiation, and compromise; nuclear war; the arms race; escalation; relations between the United States and the Soviet Union; reducing risks of nuclear war; the development of one's own opinions; and the use of imagination in considering alternative futures. For the final lesson students embark on a group or class project that will allow them to act on their own knowledge and feelings. Students are involved in simulation and role play, and in doing case studies, and worksheets. Each lesson lists goals, activities, and materials required. Reproducible student worksheets and quizzes are also provided. Appendices contain a list of resource materials, fact sheets and background information, teacher and student glossaries, and forms for teacher and student evaluations.   [More]  Descriptors: Aggression, Conflict Resolution, Disarmament, Futures (of Society)

Mertz, Gayle (1997). Land Mines–after the War! Teaching Strategy, Update on Law-Related Education. Presents a lesson plan requiring students to investigate problems related to the use of land mines and their impact on civilian populations. Activities include student pairs navigating a simulated mine field on graph paper and mock delegates creating proposals on this issue. Student handouts contain background information. Descriptors: Civics, Civil Rights, Conflict Resolution, Court Role

New York Friends Group, Inc., New York. Center for War/Peace Studies. (1972). Understanding the Concepts of System and Model. Prerequisites to the Study of World Politics. This exercise, designed for use by upper elementary and high school students, introduces the concepts of model and system. By examining a physical model, such as a top, the student learns the concepts of model and system which can later be applied to the study of social systems. A large system of interrelated parts is examined and the system and sub-systems analyzed. Emphasis is upon the concept formation of interdependence. Understanding of the two concepts is viewed as a prerequisite to the study of world politics in which there exists an interdependence among all nations. Objectives, a list of needed materials, and procedures are briefly stated. Sixteen questions for examination of the model are included to help students define the two concepts; analyze advantages and disadvantages for studying systems; represent a system pictorially, orally, or in writing; and recognize essential and non-essential parts and sub-systems.   [More]  Descriptors: Elementary Education, Instructional Materials, International Education, Models

Freeman, Robert E. (1972). Power: A Questioning Strategy for Analyzing Power Relationships. Nine questions provide a framework for examining and analyzing how power is used in human relationships and institutions and four questions are presented that show how to begin to apply knowledge about power learning through the previous questioning. To gain an understanding of power, students can analyze various historical situations, institutions, and classroom relationships. Films, texts, novels, personal experiences, simulations, and newspapers contain data on power relationships for examination. Content from the various social science disciplines can be examined by the questions.   [More]  Descriptors: Human Relations, Individual Power, Power Structure, Questioning Techniques

Schneeberg, Nan; Kpotufe, Prosper (1966). Ewe Pronunciation. This volume consists of a guide to Ewe pronunciation and an Ewe textbook designed for students who are native speakers of English. Consonants, vowels and tones are introduced in the first section, and exercises that drill the contrasts between the segments are provided. The volume is divided into five units, each unit including a dialogue, vocabulary, and grammatical drills. Topics covered by the units include greetings, names, occupations, and farming.   [More]  Descriptors: Adult Education, African Languages, Audiolingual Skills, Distinctive Features (Language)

North, Robert C. (1970). Alternative Futures for Society: Certain Variables and Parameters. This paper begins by establishing the need for new world views and social invention. Its thesis is that: 1) reform must begin at both the individual and system levels; 2) we must clearly see how we are caught in systems within systems; and, 3) by responding somewhat acquiesently to these systems, we help keep them stabilized. The author first provides a model to account for human behavior, and discusses the way perceptions, values, expectations, and loyalties lead to foundations for social organization, custom, law, and institutions. Many of these widely shared values are associated with preservation of a society from inner and outer threats, and pursuit of national interests. The behavior of nations and empires is then characterized, mainly in terms of the dynamics of leadership, how it interacts with the shared values, and the process of decision making by national leaders. The author discusses the importance of population and technology as parameters affecting the decisions of its leaders and attempts to account for the importance of these variables through a series of propositions. Machine (or man-machine) simulations of all levels of decision and control with real world data would allow us to determine scientifically not only how basic area, resource, population, production and other variables have combined and are combining, but also what trends are likely to continue, with what consequences.   [More]  Descriptors: Cybernetics, Decision Making, Futures (of Society), International Education

Ferguson, Henry, Ed. (1981). Handbook on Human Rights and Citizenship: Perspectives of Five Nations. This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geographic and cultural scope, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class objectives and examining the definition of human rights. Chapter 2 contains 90 readings from the five countries. These materials were selected for their value in illustrating the human rights situation in the five countries. International documents are included in chapter 2 which broaden the knowledge and understanding of human rights, such as "The Helsinki Agreement." Chapter 3 presents different activities and instructional strategies for presentation of the materials. Activities are included for different grade levels. Chapter 4 is the evaluation component in which an attitudinal questionnaire is administered to students to assess the effect of the unit on their attitudes. Bibliographies are included for elementary and secondary students.   [More]  Descriptors: Area Studies, Civil Rights, Elementary Secondary Education, Foreign Countries

Fagerstrom, Richard A.; Borad, Bruce (1972). Environmental Issues Conflict Unit. Teacher's Guide and Student Book. The two separate manuals focus on environmental issues of interest to secondary students. An introductory unit deals with basic ecology and is followed by another unit that explores man's ethic toward the use of environment. Emphasis is upon two major ecological conflicts: one over the use of a wilderness area, and the other over the use of living and non-living resources of the oceans. In the third unit, students examine the right of Walt Disney productions to develop the Mineral King area of the Sequoia National Forest in California into a resort. Questions over use of the oceans are examined in the last unit, with students discussing a variety of issues ranging from oil spills and fishing rights to the division of the wealth in the oceans. Inductive methods encourage students to discover controversy through the examination and discussion of issues and through various suggested activities. Problem solving and concept learning are emphasized. The teaching guide is arranged into four major units containing several lesson plans–each including rationale, objectives, student assignment, and procedures. The lessons in the student workbook are coordinated with the guide. The teacher is provided with a tentative time schedule allowing the study to range from nine weeks to a full semesters work. Descriptors: Air Pollution, Concept Teaching, Conflict, Conservation Education

Bischoff, Steve; And Others (1972). Military Obligation and the Invididual, With a Focus on Conscription in the U.S. Teacher's Guide and Student Workbook. Third Draft. Designed for high school seniors, this unit, consisting of a teaching guide and instructional materials for students, focuses on the nature and meaning of the obligation of an American to his country and himself in regard to military service. Cognitive objectives are to provide students with an understanding of conscription, of the Selective Service System of the U.S., of alternative responses to military services and alternative means of providing for the national defense. Affective objectives are to help students explore the nature of their obligation to themselves and their country, of alternative positions, and of patriotism and loyalty. Activity units introduce role playing, skits, filmstrips, readings, and class discussion. The teacher's guide outlines intended content and activities for each of the twenty day class periods. Most student instruction materials are included in the workbook. Topic headings for the four parts are: The Selective Service System and Conscription in the U.S., Alternative Means of National Defense, Alternative Individual Responses to Military Obligation, and Individuals in Interaction within the Selective Service System. Appendices include other activities, tests and answers, charts, role assignment sheets and cards.   [More]  Descriptors: Activity Units, Armed Forces, Citizenship, Grade 12

Rutherford, Ken (1997). Humanitarian Consequences of Land Mines, Update on Law-Related Education. Investigates the human and economic consequences of the continuing use and abandonment of land mines. Discusses the reasons for the worldwide proliferation (over 85 million uncleared mines in at least 62 countries) and the legal complexities in curtailing their use. Includes a brief account by a land-mine victim. Descriptors: Civics, Civil Rights, Conflict Resolution, Court Role

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