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

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

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

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

Bibliography: Peace Education (page 255 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 Lawrence Metcalf, Margaret Padelford Karns, Susanne Carter, Donald E. Nuechterlein, Chris Mercogliano, Allen S. Whiting, Whittle Johnston, Mary Lhowe, Betsy Mercogliano, and Stephen Kneeshaw.

Strikland, Stephen P. (1994). Peacemaking Sites as Teaching Tools. Educational Resources, OAH Magazine of History. Asserts that efforts are underway by the U.S. National Park Service to establish a new category of historic sites and landmarks: those that honor peacemakers and peacebuilders in U.S. history. Describes several historic sites that are being considered for this designation and reviews their significance in history. Descriptors: Class Activities, Diplomatic History, Educational Resources, Educational Strategies

Metcalf, Lawrence, Ed.; And Others (1975). The Cold War and Beyond: From Deterrence to Detente–to What? Crises in World Order. The book, intended for senior high school students, is one of a series concerned with problems of world order. The bipolar system (domination of the international system through maintenance of a balance of power between the United States and the Soviet Union) is described and defined by presenting case studies of the Hungarian rebellion in 1956, the Cuban missile crisis in 1962, and the Arab-Israeli War in 1973. For each crisis the history is described, the current situation is presented, and the effects on and stages of development in the bipolar system are appraised. The study guides at the end of each chapter are designed to help the student examine each case and evaluate the system. The booklet also suggests issues and topics for further exploration and identifies other cases to examine. The final chapters postulate changes in the balance of power in the future and possible solutions for obtaining world order. Key concepts are defined in a glossary. Descriptors: Case Studies, Conflict Resolution, Foreign Countries, Foreign Policy

Whiting, Allen S. (1976). China and the United States: What Next? Headline Series. This resource booklet discusses U.S. foreign policy with China and contains questions to help secondary teachers stimulate classroom discussion. The author, who was consultant to Secretary of State Kissinger on China policy 1969-1973, argues that Washington's failure to establish full diplomatic relations with Peking is damaging United States-Sino detente. Considerable evidence exists, he asserts, that the pace of normalization has fallen far short of what Peking had anticipated. In 1975 intimations of Chinese irritation became apparent. They were first voiced in private, unofficial conversations and then openly expressed on the eve of President Ford's visit in December 1975. Chapter titles are: (1) Confrontation to Detente; (2) The Shanghai Communique and the Fruits of Dentente; (3) The Balance Sheet and Unfinished Business; (4) The Tight Little Island; (5) The Japanese Formula; (6) Why Normalize Sino-American Relations; and (7) Talking It Over. Discussion questions and reading references are also included. Descriptors: Conflict, Diplomatic History, Exchange Programs, Foreign Policy

Johnston, Whittle (1990). Reagan's Foreign Policy: An Assessment (I) Introduction, Perspectives on Political Science. Examines the relationship between former U.S. President Ronald Reagan's foreign policy and those of his predecessors. Focuses on the differences between Reagan's policies and those of former U.S. President Jimmy Carter. Analyzes Reagan's policies of containment, human rights, and arms control. Discusses criticisms launched against Reagan's policies. Descriptors: Foreign Policy, Higher Education, International Relations, International Studies

Boas, Jacob (1989). World War Two and the Holocaust. This resource book presents readings that could be used to teach about the Holocaust. The readings are brief and could be appropriate for middle school and high school students. Several photographs accompany the text. The volume has the following chapters: (1) "From War to War" (history of Germany from late 19th Century through the end of World War II with an emphasis on the rise of Hitler and his campaign against Jews); (2) "The Holocaust" (the victims, the ghetto life, death camps, the consequences, etc.); (3) "Chronology 1918-1945" (chart showing by year and month the rise and fall of Nazi Germany, Persecution and Holocaust, and Jewish Response); (4) "Glossary"; (5) "100 Holocaust Discussion Questions (Weimar, Hitler, WWII; Nazism and Jewry; Perpetrators, Bystanders, Rescuers; and General)"; (6) "Selected Bibliography"; and (7) "Illustration Credits." Contains a 31-item bibliography.   [More]  Descriptors: Anti Semitism, Conflict Resolution, Ethnic Bias, Ethnic Discrimination

Lhowe, Mary, Ed. (1994). After the Cold War: The U.S. Role in Europe's Transition. Revised. [and] Teacher's Resource Book. These materials explore the decisions that face the United States as a result of the changes in the past decade in the countries of Eastern Europe and the former Soviet Union. The background readings allow students to examine such questions of values and foreign policy as: (1) Should the United States remain committed to its Western European allies?; (2) How should we respond to conflict in the region?; and (3) What is the U.S. role in the world now that Soviet communism is no more? The student booklet provides a framework for considering such issues by presenting policy choices, or options, that lay out distinct viewpoints about what U.S. policy toward Europe should be. The background readings are to provide an understanding of how the history of the regions from World War I to the present has shaped the questions of today. The options for student discussion include: (1) "Promote Western Values"; (2) "Protect Our Interests"; (3) "Beyond Europe"; and (4) "Reduce Our Obligations." The accompanying teacher's resource book contains a 10-day plan and student activities. The first six days of the lesson plan are meant to reinforce key concepts raised in the student background readings. Days seven and eight feature a simulation in which students assume the roles of advocates for the four discussion options. The final two days of the lesson plan engage students in clarifying their own views on the United States' role in Europe, and ultimately, in developing their own proposals for the United States' European role. Descriptors: Disarmament, Foreign Countries, Foreign Policy, Global Approach

Stichter, Charlotte (1986). When Tempers Flare, Let Trained Student Mediators Put Out the Flames, American School Board Journal. Describes a student mediator program developed in elementary schools in San Francisco and New York City that successfully trains students to mediate conflict resolutions between students. A key to developing such programs is to educate the students in how the system works before getting into the process. Includes a resource list. Descriptors: Antisocial Behavior, Conflict Resolution, Decision Making, Elementary Secondary Education

Carter, Susanne (1992). Reshaping the War Experience: Women's War Fiction, Feminist Teacher. Contends that war fiction published by U.S. women has evolved as a genre of its own in the twentieth century. Asserts that the common element that unites this otherwise diverse body of literature is the constant reminder that women as well as men are participants and victims in war. Descriptors: Ethnic Groups, Females, Fiction, Higher Education

Lapid, Ilana (1995). From the Hobbesian Floor to the Kantian Ceiling: UN Intervention as a Practical-Idealist Challenge, Social Studies. Contends that the United Nations (UN) is redefining its role in the international community. Discusses whether the UN should follow a national sovereignty path or one that recognizes the erosion of the national state. Concludes that humanitarian intervention guided by practical idealism is the correct approach. Descriptors: Developed Nations, Developing Nations, Diplomatic History, Elementary Secondary Education

Boas, Jacob (1990). Resources and Guidelines for Teaching about the Holocaust [and Related Brochures and Poster.]. This resource packet presents a variety of ideas, lesson plans and activities to teach about the Holocaust. Lesson plans in this packet include: (1) "Human Behavior"; (2) "The Teachings of Contempt–Entry Points for Examining the Holocaust: Prejudice, Bigotry, Racism, Stereotypes, Scapegoating"; (3) "The Holocaust"; (4) "Rescue and Human Behavior, Moral Decision Making–The Courage to Care"; and (5) "Processing." Each lesson plan includes: the lesson's objective; a list of materials (e.g., videos, literature, visual aids); a list of activities; and discussion topics. An extensive list of curricular resource materials and a Jewish Media Catalog with educational videotapes on the Holocaust are included. Other materials in the packet include: (1) "'Kristallnacht': The Night of Shattered Glass"; (2) "Everyone is Human"; (3) a brochure explaining the Holocaust Center of Northern California; and (4) "Liberation 1945, Teacher Guide" and "Student Poster Glossary."   [More]  Descriptors: Anti Semitism, Conflict Resolution, Ethnic Bias, Ethnic Discrimination

Osborne, Ken (1995). The United Nations in the News: Making Your Classroom a United Nations Information Centre. An Approach for All Grade Levels. This guide is to help students become more aware of the wide variety of United Nations' (UN) activities taking place in the world; to give students an interest in the affairs of the UN; and to lay the foundations for continuing interest in the UN. In this activity students read articles of recent world events in which the UN has been involved, then follow up with discussion and writing activities. A reference list of UN organizations and conferences for further activities is included. Students are instructed to read newspaper articles that are attached and to make lists using the headings: What?, Where?, When?, Why?, Results, and Questions. Once the lists are completed students are instructed to answer the following questions: (1) What was in these articles that you already knew?  (2) What three things most interested you? (3) What three things most surprised you? and (4) What three things do you need more information about to make sense of them?   [More]  Descriptors: Conflict, Developed Nations, Developing Nations, Elementary Secondary Education

Nuechterlein, Donald E. (1990). The Reagan Doctrine in Perspective, Perspectives on Political Science. Analyzes the foreign policy of former U.S. President Reagan. Discusses Reagan's policies toward the Soviet Union, focusing on his negotiations with Mikhail Gorbachev. Assesses the successes and failures of Reagan's foreign policy. Examines the impact of the Reagan Doctrine on world politics, and summarizes his legacy in the foreign policy arena. Descriptors: Foreign Policy, Higher Education, International Relations, International Studies

Karns, Margaret Padelford (1980). Teaching International Organization through Model U.N.'s. Model United Nations (MUN) conferences are held throughout the United States each year to help college students learn about major international issues and the problems and possibilities for international cooperation. There are many educational aspects of the MUN program in which students play the role of a representative of a particular country to a specific U.N. body. In their preparation for a model U.N. conference, students must do a great deal of background reading to gain a thorough knowledge of the U.N. in general and of the particular organ on which they will serve. The delegate's effectiveness also depends heavily on an intimate understanding of the country represented, its political and economic systems, its level of development, its foreign policy, and its relations with other countries. Students also gain an insight into international negotiation, consensus building, and bloc politics. Finally, delegates must be familiar with and develop some facility in using parliamentary rules. Although most delegations receive some funding from their college or university, funding also comes from student government funds, from a Dean, a department, or special budget. Most delegations engage in some kind of fund-raising activities during the year.   [More]  Descriptors: Cross Cultural Studies, Economics, Foreign Countries, Foreign Policy

Mercogliano, Chris; Mercogliano, Betsy (1996). An Interview with Grandmother Twylah Nitsch, Journal of Family Life. Grandmother Twyla Nitsch, an elder of the Seneca Nation, discusses the importance of honoring Mother Earth, her childhood experiences, the traditional teachings of her grandfather, her efforts to document Native American philosophy and spirituality, and her purpose in teaching individuals how to recognize and develop their gifts to the fullest. Descriptors: American Indian Culture, American Indians, Consciousness Raising, Cultural Maintenance

Kneeshaw, Stephen; Kneeshaw, Bobbi (1986). How Shall We Tell the Children?, Social Studies. Reports contemporary data concerning the fear of nuclear war among Americans of different age groups. Identifies recent efforts to educate K-12 students about the threat of nuclear war. Descriptors: Academic Achievement, Classroom Environment, Cooperation, Curriculum Enrichment

Bibliography: Peace Education (page 254 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 Bonnie Cameron, Maura Juffkins, James Garbarino, Theodore Caplow, Sam Totten, William L. Carruthers, Michael Krepon, Mary E. Haas, Nancy Hoepli, and David Barrs.

Carruthers, William L.; And Others (1996). Conflict Resolution: An Examination of the Research Literature and a Model for Program Evaluation, School Counselor. Summarizes some of the common findings in the professional literature pertaining to conflict resolution (CR) curricula and peer mediation (PM) programs. Discusses theoretical, methodological and operational considerations that are relevant to conducting research and evaluation in school settings. Proposes a model to guide educators' decisions on how to conduct an evaluation of CR and PM programs. Descriptors: Antisocial Behavior, Arbitration, Conflict, Conflict Resolution

Krepon, Michael (1984). Arms Control: Verification and Compliance. Foreign Policy Association Headline Series, No. 270. One in a series of booklets whose purpose is to stimulate greater and more effective understanding of world affairs among Americans, this five-chapter report is geared to the nonexpert wanting to know more about the complex topics of verification and compliance with arms control agreements. "Basic Concepts of Verification" examines the debate of assessment and analysis of military knowledge and technical means. "The Politics of Verification" looks at adequate, effective, and intrusive verification measures. "Soviet Views on Verification" traces the Russian attitude on verification. "Treaty Compliance" reflects the deep divisions of opinion by both sides. "Compliance Diplomacy" examines the future contingencies on compliance problems. The "Talking It Over" section offers questions for students and discussion groups. The report includes maps, glossary, and a reading list. Descriptors: Disarmament, Foreign Policy, Government Role, Instructional Materials

Haas, Mary E. (1995). Fear and Hate vs. Hope and Cooperation. Lesson Ideas Examining an Important Lesson from World War II. This paper addresses how fear and hate have had an impact on the ways in which people and nations behave. A study of World War II reveals to people the terrible consequences of fear and hate. After this long war ended, many hoped that the United Nations would put an end to warfare and the acts that had nourished hatred. Using the theme of "Fear and Hate vs. Hope and Cooperation" to study World War II, teachers can address World War II in a meaningful way with children of different ages, abilities, and interests. Suggestions are given for discussion questions, trade books, large and small group activities, and interviewing techniques.   [More]  Descriptors: Conflict, Conflict Resolution, Cooperation, Peace

American Association of School Administrators, Arlington, VA. (1995). Conflict Resolution: Learning To Get Along. Although the issues of conflict and violence cannot be blamed on schools, schools are one of the most logical places to tackle problems associated with conflict. This booklet offers practical tips to help school leaders, staff, and students resolve their disputes peacefully. It focuses on student-versus-student and student-versus-teacher conflicts. Part 1 describes systemic strategies for teachers and staff that use peer mediators to incorporate conflict management into the curriculum. The second part offers discussion starters and scenarios targeted primarily at problem solving among middle and high school students. Part 3 offers strategies to mitigate conflicts between students and educators. The best conflict-resolution programs help individuals help themselves by teaching empathy, anger management, impulse control, and listening skills. A list of resource organizations is included.   [More]  Descriptors: Classroom Environment, Classroom Techniques, Conflict Resolution, Discipline Problems

Tang, Thomas Li-Ping; Tang, Theresa Li-Na (1992). The Importance of Human Needs during Retrospective Peacetime and the Persian Gulf War: University Students in the United States. The importance of human needs during the retrospective peacetime in 1990 and the Persian Gulf War in 1991 was examined among 564 college students in the United States. Results of factor analyses showed that during peacetime, two factors (higher-order and lower-order needs) were identified. During the war, all needs were rated as more important and only one factor was identified. During peacetime, the safety of one's own life was significantly more important than the safety of the country, which was rated as the least important need. During the war, the safety of the country became significantly more important and was as important as the safety of one's own life. Students who had a spouse, family members, or friends in the Middle East during Desert Storm differed significantly from those who did not in war-related stress and the importance of several needs.   [More]  Descriptors: Attitude Change, College Students, Higher Education, Individual Needs

Cameron, Bonnie (1986). You Are There: Reading, Feeling, Thinking History. A multi-disciplinary approach to the teaching of a unit on World War II is described. With the textbook serving as a resource, research books, films, literature books, and resource persons are used to help bring life to history. The unit emphasizes the following: (1) the four language processes of listening, reading, speaking, and writing; (2) thinking skills involving application, synthesis, analysis, and evaluation; (3) activities that provide vicarious experiences; and (4) decision making opportunitites to provide for diverse expectations, backgrounds, and interest levels. The description includes the activities carried out in the classroom, the use of resource materials and persons, and the changes in student perceptions. Descriptors: Curriculum Guides, Elementary Education, Global Approach, Historiography

Garbarino, James (1993). Let's Talk about Living in a World with Violence: An Activity Book for School-Age Children. This activity book provides a direct, hands-on educational tool to help children ages 7-11 process their feelings, thoughts, and experiences as they relate to violence. The workbook is designed to: (1) foster a dialogue between child and adult as well as among children in group settings, while acknowledging the child's desire for privacy; (2) help children discover the meaning of violence, that fear is normal, and that there are things children can do to feel better and safer, with help from caring adults; and (3) encourage a strengthening of the relationships with community resources that can create positive change for children and families. The workbook incorporates a number of writing and drawing activities dealing with how violence makes a child feel, the various settings in which violence occurs, and what children can do about violence. It also includes a list of 44 children's books about children who are brave and strong in the face of death and violence. A brief guide for teachers, counselors, and other professionals containing a list of 19 additional resources accompanies the activity book. Descriptors: Affective Behavior, Bibliotherapy, Childhood Attitudes, Coping

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Intermediate School Kit on the United Nations. This kit for ll-14 year-olds introduces middle school students to the work of the United Nations (UN). The materials explain the global issues and concerns the UN addresses. Relevant information about the UN and its work is included in each unit, but these must be examined, taught, and understood within the context of the larger issues and ideals. The kit presents the UN, its history, and basic principles; then it delves into the UN's work of conflict prevention and resolution, human rights, and sustainable development. Five Backgrounders at the beginning of the kit introduce the UN to the teacher. Resource Points at the end of the kit provide additional reference and support materials. Each unit is divided into a main text, a UN Factfile, and activities. While the main text presents the subject and theme, the activities are the focal points of the units, encouraging critical and creative thinking, participation, and reflection on one's own attitudes and behaviors. There are 21 units in this kit with teaching points tied to the context of the UN. The units are intended to be interdisciplinary. Descriptors: Foreign Countries, Global Education, Instructional Materials, Interdisciplinary Approach

Caplow, Theodore (1984). The Feasibility of World Government: A Research Assignment for the Social Sciences. Solutions to the problems associated with the establishment of a world government offer opportunities for empirical research and informed reflection. A world government of some kind will very likely supersede the existing international order within the next few decades. Only two possible forms of world government currently appear to be possible: (1) a world empire, established by conquest, or (2) a world federation, established by the agreement of sovereign states. Of these two, the world empire is perhaps more probable. The fascinating problem of world government has been largely ignored by social scientists. This neglect may be attributed to several factors. For example, daily policies of most of the world's existing states are not by any means directed toward the eventual surrender of their sovereign powers. As soon as we begin to take seriously the possibility that a world government might be established, many typical research questions arise. Possible topics include the extent to which diverse politics can be accommodated within a sovereign federation, methods for resolving succession in the component states of a sovereign federation, and methods for changing the constitutions of component states in a sovereign federation and determining the necessary minimum powers of a sovereign federation. Descriptors: Global Approach, Higher Education, International Cooperation, Nuclear Warfare

Hoepli, Nancy, Ed.; And Others (1988). A Citizen's Guide to U.S. Foreign Policy: Election '88. Nonpartisan Briefs on 18 Key Issues. In order to make informed voting decisions citizens need background information on complex foreign policy issues facing the United States. This guide presents current issues and provides information to help citizens cast a thoughtful vote. The guide is divided into six main headings: Leadership; Security; Economic and Social Issues; Critical Regions; Bilateral Relations; and United Nations. The first of 18 subtopics discussed is the role of the U.S. Congress in developing foreign policy; other topics are terrorism, international drug traffic, the role of Japan as a leading industrial nation, Central America and political change, controlling the arms race, South Asia, problems in the Middle East and Gorbachev's Societ Union. The historical background of various countries' relations with the United States is given and brief bibliographies are included for each topic. Policy choices are presented, along with the pros and cons of current U.S. positions for each argument. Maps, charts, and drawings are also included. Descriptors: Citizen Participation, Citizenship Responsibility, Debate, Foreign Policy

Stern, Herbert (1982). Reconceiving the Future, Teachers College Record. In the face of the threat of nuclear war, colleges must reaffirm cultural values that support human understanding. The Trilateral Commission is criticized for its opposition to the activism of "value-oriented intellectuals." Descriptors: College Role, Dissent, Futures (of Society), Higher Education

Totten, Sam (1983). Learning about Nuclear War the Hard Way, Curriculum Review. Attributes the neglect, by most high schools, of the issues of the nuclear arms race and the threat of nuclear war to the lack of information or perfunctory treatment of the topic in textbooks and describes materials developed by nonprofit nuclear educational groups for students at this level. References are given. Descriptors: Change Agents, Course Content, High School Students, Information Sources

Lhowe, Mary, Ed. (1996). Russia's Uncertain Transition: Challenges for U.S. Policy. 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 join the debate on U.S. policy toward Russia and its neighbors in the former Soviet Union (FSU). Background readings provide information to help students address policy issues and include: (1) "Two Centuries of U.S.-Russian Relations"; (2) "Keeping Up with a Changing Russia"; and (3) "Challenges Facing the United States." Once students have discussed background issues they are faced with the policy options to: (1) "Guide Russia Forward"; (2) "Keep the Lid On"; (3) "Declaw the Russian Bear"; and (4) "Mind Our Own Business." The second section accompanies a student book of background readings and foreign policy options. The five-day lesson plan and student activities has students explore policy relations with the former Soviet Union and debate what course of action the United States should pursue through a simulation activity. The lesson titles include: (1) "Examining the Principles of U.S. Cold War Policy"; (2) "Assessing the Reform Process in Russia'; (3) "Role Playing the Four Options: Organization and Preparation"; (4) "Role Playing the Four Options: Debate and Discussion"; and (5) "Fleshing Out Policy." (Contains supplementary documents and suggested readings at the end of section 1.) Descriptors: Developing Nations, Diplomatic History, Foreign Countries, Foreign Policy

Riddle, Robin; And Others (1988). Choices in International Conflict. Topic #2 in a Series of International Security and Conflict Curricula for Grades 7-12 and Junior College. This eight-day unit is designed for use in social studies, language arts, and philosophy classes at secondary (7-12) and community college levels. After a general introduction to international conflict, students explore various modes of conflict resolution and conflict management. Students then consider in general terms the reasons for war and for the use of nonviolent means of conflict resolution and management. In order to examine in detail the causes and consequences of war and nonviolent conflict resolution/management methods, students analyze the cases of the Falklands/Malvinas war, some aspects of the Arab-Israeli conflict in the Middle East and the Camp David Accords, and some aspects of the British-Indian conflict in India and Gandhi's philosophy of nonviolent resistance.  Students are asked to question why and when one method is chosen by conflict participants over other methods. Students also consider the positive and negative results of particular conflict resolution/management methods. Numerous handouts are employed. Five appendices provide: (1) a list of related activities; (2) connections to textbooks; (3) connections to California's Frameworks and Model Curriculum Standards; (4) a bibliography; and (5) a statement of educational philosophy. Descriptors: Arabs, Case Studies, Conflict Resolution, International Relations

Lester, David (1994). Factors Affecting Student Attitudes toward War, Journal of Social Psychology. Reviews previous research on attitudes toward war. Describes a study of undergraduate student attitudes toward war compared with personality traits. Finds that, although personality traits were only minimally associated with attitudes toward war, men were more prowar then women. Descriptors: Females, Higher Education, Males, Patriotism

Bibliography: Peace Education (page 253 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 Ken Osborne, Robert North, Whiton S. Paine, Pomfret Topsfield Foundation, Fred Smoller, Susan Alexander, Laurie J. Sears, History and Social Science Teacher, Lynn Adamson, and Mary Anne Buchowski-Monnin.

Herman, Paul F., Jr. (1984). Detente: A Role for U.S.-Soviet Exchanges?. The contribution of international exchanges (e.g., cultural activities, tourism, student exchange) to detente enhancement is assessed. International exchanges have a capacity for engendering trust and for providing cultural, political, and economic benefit, two characteristics of policy acts which tend to enhance detente. A comparison of four very cooperative years in the U.S.-Soviet relationship (1969, 1972, 1973, and 1974) shows high levels of cultural exchange accompanying a favorable bilateral political climate. An examination of the two-year periods of time preceding periods of incipient detente (1963, 1967, 1970, and 1974) shows that many times, but not always, mounting levels of exchange activity do precede times of earnest Soviet-American political accommodation. This analysis does not imply that exchanges cause detente, but that they do most likely facilitate it. However, detente-relevant interactions, including exchanges, are not functional to the end of promoting detente when launched singularly, but must be part of a purposive package. This is not to say that there would be no benefits from exchange activity in the midst of a tense bilateral climate, only that they would be on a personal or academic level. Descriptors: Comparative Analysis, Conflict, Cultural Exchange, Elementary Secondary Education

Paine, Whiton S.; And Others (1974). An Evaluation of Undergraduate, Problem-Oriented Interdisciplinary Courses in International Studies. Final Report. A program developed by the Center for International Studies (CIS) at Cornell, focusing on world-based, political problems was evaluated for the ongoing improvement of the program. Of particular interest was whether the program was meeting its characterized goals of interdisciplinary content, problem orientation, and team teaching at the introductory level for undergraduates. The "Context-Input-Process-Product" evaluation model chosen to assess the program relied on data collected from student questionnaires and ratings, course and program documents, grading data, interviews with faculty, and observations of course activities. The results of the evaluation presented descriptively, begin with a history of CIS and the development of the program. A description of the character of the courses, then, indicates a change in the focus of the program as it progressed. The six courses are now more aptly characterized as being specialized, advanced, international studies courses. Suggestions for continuation of the program take these changes into consideration. A bibliography and appendixes containing data collected and important aspects of each course complete the report.   [More]  Descriptors: Concept Teaching, Developing Nations, European History, Group Unity

North, Robert (1969). Violence: Interpersonal, Intergroup, and International. With Comments. This paper takes a holistic view of the conditions and causes of conflict and violence. Beginning with an analysis of interaction and conflict between individuals, the author proceeds to examine its occurrence on the group, organization, and nation-state level. He points out that since all human interaction involves some conflict, we should consider alternative modes for conflict management. Several uni-causes have at times been put forth for war–including biological instinct, a form of psychotic behavior, etc. The line of argument taken here is that national leaders will always try to move their nation in directions which reduce whatever discrepancies they perceive between the state of affairs they believe they are living in, and the state of affairs they prefer. Based on this analysis, the general dynamics of conflict and violence between nations of varying levels of power are examined. The author points out that because of these dynamics, warfare is almost inseparable from the nation state (and empire) system as it has existed with the exception of a few countries such as Sweden, who have chosen to play world politics in a different way. Comments on Prof. North's presentation by Irving Janis and Thomas Milburn accompany the document. Related documents are SO 001 259 through SO 001 267.   [More]  Descriptors: Conflict, Conflict Resolution, Decision Making, Human Relations

Kreidler, William J.; Furlong, Lisa (1995). Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs. This guide includes hundreds of hands-on, engaging activities designed to meet the unique needs of after-school programs, camps, and recreation centers. The activities teach the skills of creative conflict resolution to school-age children through games, cooperative team challenges, drama, crafts, music, and cooking. It includes easy-to-implement strategies and tips for providers to both reduce conflict in their programs and intervene effectively when conflict does occur. The 10 chapters include: (1) "Introduction"; (2) "Handling Conflict in the Peaceable Program"; (3) "Clubs, Clusters, Themes, and Projects"; (4) "Making Activities Adventuresome"; (5) "Cooperation" (cooperative skill building; getting acquainted and team building; cooperative games; and cooperative challenges and group problem solving); (6) "Communication" (communication skill building; observation, memory, and point of view; exploring communication; and listening and speaking activities); (7) "Expressing Feelings" (emotional skill building; group trust and emotional safety; expanding feeling vocabularies; and expressing and managing anger); (8) "Appreciating Diversity" (skill building; looking at differences and similarities; exploring other cultures; and understanding stereotyping, prejudice, and discrimination); (9) "Conflict Resolution" (skill building; exploring conflict and conflict resolution; practicing conflict resolution; and peer mediation training); and (10) "Peacing It All Together." (Contains 14 references.) Descriptors: After School Programs, Anger, Conflict Resolution, Cultural Awareness

Thorsen-Spano, Lisa (1996). A School Conflict Resolution Program: Relationships among Teacher Attitude, Program Implementation, and Job Satisfaction, School Counselor. Discusses the need for efficient ways to handle school conflict issues so they do not disrupt the learning environment or lead to a decrease in teacher job satisfaction. Presents findings of a study examining elementary school teachers' attitudes toward conflict resolution, their implementation of conflict resolution programs, their job satisfaction, and relationships among these factors. Descriptors: Antisocial Behavior, Arbitration, Conflict, Conflict Resolution

Department of Justice, Washington, DC. (1949). Fourth National Conference on Citizenship. The proceedings contain the papers given and digests of group topics discussed at the 1949 National Conference on Citizenship held in New York. An introduction by the chairman of the conference committee identified the conference theme as "Responsible American Citizens" and noted that discussion would center on citizens in politics, in the world, and in their communities. Opening speeches focused on issues such as responsible roles in national, state, and local politics, good government, and common problems that beset political organizations on all levels. Speeches with a global approach have the following titles: "Today's Challenging Opportunity,""Our Job in the World Today,""Enriching America," and "What Should We Do about the Communist Threat in Asia?" Concluding speeches explored the role of the public schools in developing American citizens and described municipal political experiences in Cincinnati, (Ohio), Richmond, (Virginia), and Brunswick, (Maine). Speakers included the mayor of New York, educators, senators from Vermont and Minnesota, government officials, media representatives and spokespersons from citizens groups such as the League of Women Voters and chambers of commerce, Thumbnail reports summarize information presented in each of the major topic areas.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

Clemens, Sydney Gurewitz (1988). A Dr. Martin Luther King, Jr. Curriculum: Playing the Dream, Young Children. Discusses curriculum for young children centered around the beliefs and teachings of Dr. Martin Luther King, Jr. His works are interpreted in a human rights context in which children find their voice in the peaceable resolution of everyday conflicts. Describes the Child of the Day program. Descriptors: Conflict Resolution, Early Childhood Education, Educational Environment, Ethnic Relations

Sears, Laurie J. (1991). Authoritative Voices and the Vietnam Experience: Teaching about Vietnam during the Gulf War, Journal of Urban and Cultural Studies. Experiences of a college teacher teaching a course on the Vietnam War during the Persian Gulf Crisis illustrate the impact that teaching history can have on the consciousness of students. Respect for other cultures and other races are essential before students can stop glorifying war. Descriptors: Attitude Change, College Faculty, Cultural Awareness, Higher Education

Topsfield Foundation, Pomfret, CT. Study Circles Resource Center. (1991). Crisis in the Gulf: A Study Circle on America's Choices. This document consists of a packet of materials published in December 1990 and designed to assist citizens in forming study circles to discuss the crisis in the Persian Gulf. The resources are designed to be nonpartisan, fair, and balanced, and try to make the strongest possible case for four different options, reflecting a broad range of viewpoints on the crisis in the Gulf. The materials included are: an introductory letter; notes to organizers: a framework for discussion; the options; perspectives on the options; suggestions for participants; suggestions for leading a study circle in general; and suggestions for leading "Crisis in the Gulf" in particular. Descriptors: Adult Education, Citizen Participation, Citizenship Education, Citizenship Responsibility

Smoller, Fred (1989). The Stage as a Classroom, Political Science Teacher. Views the stage as effective in teaching critical thinking, writing, research, computer and verbal communication skills. Uses historically accurate testimony from the court martial of Lt. William Calley to demonstrate the nature of warfare and United States involvement in Vietnam. Classes dramatize the moral and ethical judgments that are made. Descriptors: Creative Dramatics, Creative Writing, Critical Thinking, Ethics

Adamson, Lynn; Buchowski-Monnin, Mary Anne (1985). Children's Creative Response to Conflict, History and Social Science Teacher. The Children's Creative Response to Conflict Program conducts workshops that help participants deal with conflict situations. During the workshop sessions participants are introduced to the three themes of cooperation, communication, and affirmation. These are the foundations on which successful conflict resolution is built. Descriptors: Class Activities, Communication Skills, Conflict Resolution, Cooperation

Totten, Sam; Alexander, Susan (1985). Annotated Bibliographies, Georgia Social Science Journal. Intended for elementary, secondary, and college teachers, this listing cites print materials dealing with nuclear warfare. Included are nonfiction, fiction, journals, newsletters, curriculum materials, and organizations. Descriptors: Annotated Bibliographies, Books, Disarmament, Elementary Secondary Education

History and Social Science Teacher (1985). The Thursday Night Group. A Los Angeles based grassroots organization, the Thursday Night Group, promotes the vision that the world can be different and that we all–adults and children–can do something to find solutions to the nuclear threat. How the group serves as a resource to elementary and secondary schools is described. Descriptors: Community Programs, Community Resources, Disarmament, Elementary Secondary Education

CHAMPS Peer Leadership, Inc., Scottsdale, AZ. (1995). Conflict & Gang Violence Prevention Using Peer Leadership: Training Manual for CHAMPS. Conflict and violence on the part of adolescents and pre-adolescents has been a growing problem. Young people will respond to an "anti-gang message" if that message is delivered from their peer group. This manual describes a peer approach to impact young people about productive ways to handle conflict. Older students are trained to operate puppets and present age appropriate pre-recorded lessons to K-3 students. Younger students respond well and listen to the older students. At the 4th through 6th grade level, peer led activities are provided to use within the classroom. Students take turn leading activities, becoming "part of the solution" rather than "part of the problem." This manual covers the program through the following chapters: (1) The program: An introduction; (2) The kit: What you have and how to use it; (3) The need: Elementary conflict, gang & violence prevention is a must; (4) The puppeteers: Selection, training and techniques; (5) The method: K-3 puppet scripts and activities and the 4-6 peer led activities; (6) The facts: Conflict, gang & violence information for you, your staff and your parents; and (7) The results: How to evaluate the program and your students.   [More]  Descriptors: Anger, Conflict Resolution, Crime Prevention, Delinquency Prevention

Osborne, Ken, Ed. (1995). Teaching about the United Nations, Manitoba Social Science Teacher. This theme issue focuses on the 50th anniversary of the founding of the United Nations. Articles deal with aspects of the United Nations and include suggestions for teaching about the United Nations and using various teaching materials. Articles in this issue include: (1) "Celebrating United Nations Day" (Ken Osborne); (2) "Educating for World Citizenship" (Douglas Roche); (3) "A United Nations Unit Outline" (Ken Osborne); (4) "Canadian Reference Guide to the United Nations: A Study Guide" (Lloyd Nelson; Tony Rice); and (5) "The United Nations Charter: Notes and Comments" (Ken Osborne).   [More]  Descriptors: Cooperation, Elementary Secondary Education, Foreign Countries, Foreign Policy

Bibliography: Peace Education (page 252 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 International Understanding at School, East Orange Global Education Associates, Heidi Roupp, Elizabeth A. Lerandeau, Ron Ballentine, Benyamin Chetkow-Yanoov, Bonnie Jenkins, George E. Brooks, Marilynn Hitchens, and Nancy L. Hoepli.

Rivera, Charles R.; And Others (1970). The Uses of Force on Spaceship Earth: Revolution and Intervention in the '70's. A Study Guide. The relationship between internal revolution and subsequent intervention by a foreign power is examined in this guide book for senior high students. Why nations pursue a policy of military intervention and what other alternatives are available are two major questions investigated. Intervention and non-intervention are both determined policies that require evaluation of a given nation's political, economic, social, and ideological outlook before its commitment to a position. Case studies illustrating the progression of intervention from the 1947 Truman containment policy to more recent times are presented on Greece, Korea, Lebanon, the Dominican Republic, Bolivia, Czechoslovakia, and Biafra. A large number of conflicts are domestic in origin, arise out of specific incidents and disputes, stem from border security apprehension, are not decisively influenced by considerations of power balance, occur more frequently to defend governments, and occur when the international rule book is unclear. These factors suggest that one of the most important means of securing a more peaceful community can be the establishment of effective machinery for the management of crisis situations to limit conflict. Descriptors: Case Studies, Conflict Resolution, Instructional Materials, International Education

Tancig-Brown, Juana (1996). South Africa In Transition, Curriculum Units and Study Guide, Grades 6-8. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is designed to allow students to evaluate the social, cultural, political, and economic changes occurring in South Africa. Specially prepared portfolios serve as mini-museums and historical archives for study. Examples of historical and contemporary popular culture are included. Numerous documents, activities and resources are offered, along with study questions and information for additional inquiry.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Brooks, George E., Ed.; Daso, Dik A., Ed.; Hitchens, Marilynn, Ed.; Roupp, Heidi, Ed. (1994). The Aspen World History Handbook: An Organizational Framework, Lessons, and Book Reviews for Non-Centric World History. This handbook is the product of an institute held in Aspen, Colorado in 1992. The purpose of the institute was to consider how to create a viable one year survey course in world history that did not focus only on western culture. In this book can be found a general conceptual framework for a world history course, suggested lesson plans, and literary books that can be used to enhance the historical experience of students as they reach into the lives of peoples distant, chronologically and geographically, from themselves. Rather than being a curriculum, standards, or expected outcomes, this handbook is meant to guide teachers as they go about the daily work of shaping a meaningful course for their students and may be used by teachers at all levels. Descriptors: Cross Cultural Studies, Elementary Secondary Education, Foreign Countries, Global Education

Doran, Sister Mary Catherine (1971). Stability and Change: Through Ideas, and Non-Violent Action. Grade Eleven, Unit Two, 11.2. Comprehensive Social Studies Curriculum for the Inner City. The second unit of the 11th grade section of the FICSS series (Focus on Inner City Social Studies — see SO 008 271) examines social change in the United States through ideas and non-violent protest. The unit looks at the peaceful protests portrayed in politics, art, music, and writing demonstrating that peaceful protest is an accepted part of American life and that respecting the rights of others with differing opinions is an important aspect of society and change. Examples are given of men and groups who affected change through peaceful activism. The lessons begin with early historical protests and end with current contemporary concerns of immediate interest to the student. The content of the unit includes an introduction; required materials for the successful completion of the unit; knowledge, skill, and behavioral objectives; learning activities; and supplementary materials for both students and teachers.   [More]  Descriptors: Citizen Role, Conflict Resolution, Demonstrations (Civil), Dissent

Global Education Associates, East Orange, NJ. (1978). Indian Voices on World Order. The Whole Earth Papers, Vol. 1, No. 5, Winter, 1978. This special issue of the Whole Earth Papers contains a series of articles expressing views about world order from the perspective of India. The first three articles discuss a world view of non-duality stressing the unity of the universe; the need to establish universal social justice in a world whose limited resources are unjustly divided; and the possibility of considering alternative world models based on minimization of collective violence and maximization of social and economic well-being. Another article suggests a recreation of modern culture by incorporating aspects of eastern cultures into the predominant western culture which permeates the world. Technology and economic priorities should be tempered by recognition of the worth of the individual. Another article discusses the world's developing consciousness about the roles of technology, power, and knowledge in influencing the future. Also included are excerpts from the writings of Indian philosophers and politicians such as Ghandi and Nehru, and reviews of books by Indian authors on the topics of world order and the future. Descriptors: Change Strategies, Culture, Developing Nations, Global Approach

International Understanding at School (1984). International Community Supports 30th Anniversary of the Associated Schools Project 1953-1983. In 1983 the Associated Schools Project celebrated its 30th anniversary. Discusses how three major international meetings convened under the auspices of Unesco in 1983, took stock of achievements made by Associated Schools throughout the world, and adopted recommendations and resolutions in support of the project. Descriptors: Civil Liberties, Comparative Education, Elementary Secondary Education, Foreign Countries

Sokolova, E. S.; Likhacheva, V. M. (1993). The Perestroika Generation: What Is It Like?, Russian Education and Society. Reports on a 1990 study of political and social attitudes of Russian school students, age 10-15. Finds that belief in Communism is declining and that boys are more skeptical about Communism than are girls. Concludes that social issues and moral values were considered very important by a large number of the respondents. Descriptors: Capitalism, Communism, Democracy, Elementary Secondary Education

McPherson, Cluny; And Others (1989). Disasters in the Classroom: Teaching about Disasters in the Third World. Second Revised Edition. This middle school curriculum packet contains teaching ideas developed by United Kingdom professionals who then implemented the ideas in 15 day programs in West Yorkshire, England. The objectives were to stimulate communication and inquiry; to question accepted ideas on poverty; to challenge stereotypes; to value students' knowledge concerning inequality and injustice and relate it to situations elsewhere; to develop a questioning approach to the media; and to look at underlying causes of disasters. The course was developed for students 11-13 years of age, but can be adapted for other age groups. All ideas are designed to involve students in discussion and active learning. The packet aims to counter media images of developing nation peoples and to present an anti-racist curriculum. Classroom materials and activities are provided along with photographs of various peoples. Descriptors: Class Activities, Developing Nations, Foreign Countries, Global Approach

Ballentine, Ron; And Others (1995). From Real Heroes to Global Heroes, Green Teacher. In this interdisciplinary unit for grade six, kids' natural fascination with heroes is channeled to a consideration of the values and actions needed to solve global problems. Students are exposed to positive, nonviolent role models, creative thinking, problem solving, and creating artwork that expresses thoughts on environmental issues. Descriptors: Art Activities, Elementary Education, Environmental Education, Global Approach

Hoepli, Nancy L., Ed. (1986). Great Decisions '86. Designed to initiate discussion of foreign policy decisions, this book contains an analysis of eight foreign policy issues confronting the United States in 1986. Each unit provides the background and guidelines to provide perspective to assist in understanding foreign policy crises. The units included in this issue are: (1) "How Foreign Policy Is Made: The Case of Central America"; (2) "'Star Wars' and the Geneva Talks: What Future for Arms Control?" (3) "Democracy in Latin America: Focus on Argentina and Brazil"; (4) "International Terrorism: In Search of a Response;" (5) "European Community and the U.S.: Friction Among Friends"; (6) "Third World Development: Old Problems, New Strategies?" (7) "Israel and the U.S.: Frienship and Discord"; and (8) "Religion in World Politics: Why the Resurgence?" Each section includes a reading list. Ballots for use in voting on issues addressed in discussion groups are also appended. Descriptors: Adult Education, Citizenship Responsibility, Class Activities, Democracy

Mayton, Daniel M., II; Lerandeau, Elizabeth A. (1996). Values as Predictors of Global Consciousness. This study assessed the relationships between human values and the psychological construct of world-mindedness. Fifty-one college students and 58 high school students in a town in the Pacific Northwest completed the Values Questionnaire (Schwartz, 1992, 94) and the Cross-cultural World-mindedness Questionnaire (Der-Karabetian, 1992). A stepwise multiple regression equation was computed with the value types of universalism, security, and power being significant predictors of world-mindedness. The results validate the psychological conceptualization of world-mindedness as a value issue. The implications of this type of global consciousness are discussed in terms of the maintenance of the world ecosystem, immigration trends, and the proliferation of nuclear weapons.    [More]  Descriptors: Affective Behavior, Attitude Measures, Citizenship Education, Concept Formation

Chetkow-Yanoov, Benyamin (1996). Conflict-Resolution Skills Can be Taught, Peabody Journal of Education. Discusses the development of three different curricula for teaching conflict resolution to students in the Israeli public schools. Explains curriculum goals, presents eight examples of available teaching technologies appropriate for students in different age groups (e.g., peer mediation and second-language learning), and discusses creative communication in the midst of conflict. Descriptors: Communication Skills, Conflict Resolution, Consciousness Raising, Curriculum Development

Social Education (1991). Notable 1990 Children's Trade Books in the Field of Social Studies. Presents the annual annotated bibliography of children's trade books, recommended by the Book Review Subcommittee of the National Council for the Social Studies (NCSS)-Children's Book Council (CBC) Joint Committee. Selects books written for children in grades K-8, emphasizing human relations and cultural diversity. Selection also reflects originality, readability, literary quality, and format. Descriptors: Annotated Bibliographies, Biographies, Black History, Childrens Literature

Jenkins, Bonnie (1997). Combating the Proliferation of Weapons of Mass Destruction, Update on Law-Related Education. Reveals the growing threat posed to all countries by the proliferation of weapons of mass destruction. Discusses the international effort combating this proliferation including the Nuclear Non-Proliferation Treaty, Strategic Arms Reduction Treaties, Biological Weapons Convention, and Chemical Weapons Convention. Also considers regional arms control efforts. Descriptors: Civics, Conflict Resolution, Current Events, Disarmament

Hitchens, Marilynn; Roupp, Heidi (1997). Aspen World History Handbook II: New Research and Lesser Known Tales, Habits of Mind, Lessons and Assessments. This handbook is the product of a second world history institute held in Aspen, Colorado in 1996. Intended to supplement the first handbook, this production focuses on many lesser-known areas of histories of the world that remain either unexamined, ignored, or not yet included into the story of world history. Second, habits of mind peculiar to world history had yet to be properly identified and integrated into world history scholarship and teaching. Both world history scholarship and teaching had appeared to be mired in analytical frameworks and habits of thinking more appropriate to western civilization than world history. Finally, assessment mechanisms appropriate to world history seemed lacking, especially considering debate over history standards and their assessment. This document is devoted to improve world history in the above areas. Descriptors: Cross Cultural Studies, Elementary Secondary Education, Foreign Countries, Global Education

Bibliography: Peace Education (page 251 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 Washington Peace Corps, Ranae Stetson, Hector Avila, Elton Stetson, Harriet Arzu Scarborough, Yoko H. Thakur, Mary Goethals, Albany. Bureau of Secondary Curriculum Development. New York State Education Dept., Ruth Perlow, and Keith Spencer.

Bloomgarden, Dave (1983). Stimulation Activities: Age Birth to Five Years. This handbook provides a collection of stimulation activities that encourage a child's physical and mental growth from birth to five years of age. Emphasis is placed on making stimulation aids that are inexpensive or can be made from scrap materials. Advice is given about ways to carry out designated activities. All activities have been tried and tested over a 2-year period in collaboration with the Jamaican National Day Care Program. Activities are categorized under the headings infancy, cognitive, gross motor, and fine motor.   [More]  Descriptors: Cognitive Development, Day Care, Developing Nations, Early Childhood Education

Thakur, Yoko H. (1995). History Textbook Reform in Allied Occupation Japan, 1945-52, History of Education Quarterly. Observes that, although textbook reform in occupied Japan originally supported democratic principles of openness and competition, it later became a mechanism for anticommunist censorship. Maintains that interpretations of Japan's military conduct remain highly politicized and controversial. Descriptors: Censorship, Controversial Issues (Course Content), Curriculum Development, Democratic Values

Palmer, Virginia C., Ed. (1983). Reforestation in Arid Lands. Appropriate Technologies for Development. Manual M-5. This manual presents some current, state-of-the-art examples of forestry programs in West Africa. It is based on the collective experiences of foresters and of local farmers and herders. Since many of the problems of reforestation of dry areas are the same worldwide, the text (which focuses on the broad subject of project implementation) includes methods and planning guides useful in more than a West Africa context. Following an introduction, text material is presented in sections discussing: (1) long-range planning (present land uses, community involvement, selecting sites); (2) soil and water (erodability, shallowness, texture, compaction); (3) selecting appropriate species; (4) project planning (natural regeneration, direct seeding, cuttings, nursery planning, design considerations, seed preparation); (5) nursery management; (6) the planting site (preparation, lifting out, transporting, and planting, spacing, survival); and (7) uses and prevention of fires, windbreaks, and sand stabilization. Appendices include: a directory of 165 West Africa trees; an expanded look at 30 of these trees; maps and charts explaining climate, rainfall, soil, vegetation, and characteristics of sub-Saharan West Africa; guide to writing funding proposals for reforestation projects; and a list of information sources and bibliographic materials. The manual assumes basic familiarity with reforestation terms and methods.   [More]  Descriptors: Botany, Classification, Community Involvement, Developing Nations

Perlow, Ruth (1994). Environmental Activities for People Who Use English as a Foreign Language. This booklet is intended for use by educators interested in developing environmental vocabulary and stimulating environmental awareness in adults and adolescents who use English as a foreign language. Activity participants are engaged in discussion and analysis, games, field trips, story reading, and projects. Activities are separated into 12 units that correspond to the following topics: (1) land use planning; (2) air pollution; (3) nuclear energy and the media; (4) recycling; (5) river monitoring; (6) environmental health; (7) environmental comparative risk assessment; (8) eco-tourism; (9) social action; (10) birds; (11) environmental ethics; and (12) miscellaneous activities some of which meet the needs of leaders presenting environmental issues to groups in 4 to 5 day workshops. Sections contain 1 to 15 activities with varying time requirements. Activity instructions include several paragraphs of procedural information and may include worksheets.   [More]  Descriptors: Air Pollution, Elementary Secondary Education, English (Second Language), Environment

Spencer, Keith; And Others (1994). Learning through Visions–Primary Grades: A Resource Guide for Early Childhood Services and Grades One, Two and Three. The goals of this curriculum resource guide are to: (1) explore subject integration at the primary level through the reflective experiences of educators; (2) provide visual and verbal activities that enhance student learning; (3) provide a forum for educators to present their instructional experiences through the theme across the curriculum approach; and (4) provide a resource for flexible curriculum implementation that adapts to the needs of individual students and educators. There are four sections in the guide, one for each grade from early childhood classrooms to grade three. Each section, written by a different educator, has the following components: (1) a philosophy; (2) an introduction to the section theme; (3) 5 general learning expectation questions; (4) 5 major activities; (5) 5 extended activities; (6) 15 support activities provided by the authors other than the section author; and (7) blank forms that invite the educator to design more creative activities. Each section has an appropriate theme and central topic for the grade level, and activities are based on learning expectation questions concerned with: general definitions, people, environment, matter, and animals. The theme and central topic of each section are: early childhood services–identity and my world; grade one–interaction and seasons; grade two–change and culture and traditions; and grade three–movement and patterns. Flash cards of student artwork, with brief critiques, are provided to strengthen art appreciation skills and to introduce document themes as story starters and bulletin board displays. Contains 23 references.   [More]  Descriptors: Curriculum Guides, Developmentally Appropriate Practices, Early Childhood Education, Integrated Activities

Miller, Kenton R. (1989). Planning National Parks for Ecodevelopment. Methods and Cases from Latin America. Volumes I and II. Reprint R073. This book deals with methods for planning national parks to enable them to provide the greatest benefit to human activity. Chapters included are: (1) "A Conceptual Framework for the Management of Wildland Resources"; (2) "The Growth and Development of National Parks in Latin America"; (3) "Planning National Parks for Ecodevelopment in Latin America"; (4) "The Evolution of National Park Planning in Latin America"; (5) "A Practical Method for Park Planning"; (6) "A Practical Method for Planning National Park Systems"; (7) "The Formulation of a Strategy Plan"; (8) "Human and Institutional Capacity to Manage National Parks"; (9) "Some Guidelines from Park Management Experience in Africa"; (10) "Major Problems Facing National Park Management in Latin America"; (11) "International Cooperation and Assistance in National Park Management"; and (12) "Strategy for Regional and Global Cooperation." Appendices are inserted in each chapter, and a 22-page index has been supplied.   [More]  Descriptors: Ecology, Environmental Education, Facility Planning, Foreign Countries

Stetson, Ranae; Kelly, Janet; Stetson, Elton (1998). Building a Civil Society: Are Schools Responsible?. This study identified teachers' perceptions of violence in society and in schools and the responsibility of schools to help create a more civil society. Participants were 78 predominantly white elementary and secondary teachers taking a graduate class at a Texas university. Each participant completed a survey instrument, "Are Schools Responsible for a Civil Society?" that focused on teachers' perceptions of violence in society and in the schools and asked about the causes of violence and civil disobedience, types of violence they witnessed most often, who they believed was responsible for developing a civil society, and the extent to which their schools or districts provided staff development for teachers and/or students. The final question asked what message they would like the outside world to get about the school's responsibility for violence prevention in society. Most teachers felt violence had increased in society and in their schools in recent years. About three-quarters of the teachers surveyed said schools had organized programs in place to deal with the problem. Just over half felt the primary cause of the increase in violence was lack of parental influence (followed by media influence). Nearly 60 percent believed that schools were extremely responsible for helping develop a civil society. Less than half had any training at all on the issue. The survey instrument is attached.   [More]  Descriptors: Civil Disobedience, Conflict Resolution, Elementary Secondary Education, Higher Education

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1985). A Manual on Conservation of Soil and Water. Appropriate Technologies for Development. R-38. In order to keep the land productive, a good conservation program is imperative. The primary purpose of soil and water conservation is to prevent soil erosion and heal its scars. This handbook explains the causes, processes, and consequences of soil erosion and depletion, and describes major soil- and water-conservation measures. This book was prepared for the use of officials, technicians, and agriculturists interested in controlling wind and water erosion and making better use of rainfall available and irrigation water throughout the world. Main topics included are: (1) "What is Soil Erosion"; (2) "Classifying Land Capability"; (3) "Preventing and Controlling Gullies"; (4) "Woodland Improvement"; (5) "Terracing"; (6) "Stripcropping"; (7) "Cover Crops"; (8) "Soil-depleting, Soil-conserving, and Soil-building Crops"; (9) "Pasture Improvement"; (10) "Rangeland Improvement"; (11) "Conservation Irrigation"; (12) "Farm Drainage"; and (13) "Conservation Nurseries."   [More]  Descriptors: Agronomy, Conservation (Environment), Depleted Resources, Environmental Education

Scarborough, Harriet Arzu; Goethals, Mary; Martinez, Ariela; Borsellino, Christopher W.; Tully, Kris; Pfeuffer, Vera (1998). Joining the Dialogue: Six Teachers Discuss Making Changes toward a Multicultural Curriculum (Rainbow Teachers/Rainbow Students), English Journal. Presents six brief articles by six Arizona teachers offering their reflections about practices, strategies, and vision as they make changes toward a multicultural curriculum. Descriptors: Class Activities, Cultural Differences, Cultural Pluralism, Curriculum Development

Delisle, Gilles L.; Avila, Hector (1968). A Microwave Course in Spanish (for English Speakers). This textbook is designed for English-speaking students of Spanish. The distinctive feature of a microwave course is the emphasis on communicative use of each structural element as soon as it appears. The principal component is a series of 'cycles' which, because of their extreme shortness, have been given the name 'microwaves.' This text consists of 106 cycles, each written first in English and then in Spanish. Each cycle begins with the introduction of new material and ends when that same material has been used for purposes of communication. Each cycle consists of an "M phase" and a "C phase.""M" stands for mimicry of pronunciation, manipulation of grammatical elements, learning the meaning of the words and sentences, and a certain degree of memorizing. "C" stands for connected conversation and communication. The "microwave" part of the text is supplemented by "Situational Problems" and "Debate Topics." These are to be used at regular intervals in order to allow the students to manipulate and use the verbal responses that they have learned. They also serve as an added stimulus in providing variety to the regular classroom situation.   [More]  Descriptors: Adult Education, Communicative Competence (Languages), Grammar, Instructional Materials

Ryan, Jean Rogers (1987). Tools for Teaching. A Visual Aids Workshop and Instruction Manual for Health Educators. Appropriate Technologies for Development. Reprint Series No. R-67. This manual was developed to train primary health care facilitators and health educators in the construction and use of low-cost supplementary learning materials that are both socially relevant and participatory in nature. The curriculum is organized to provide the facilitator with a course outline and syllabus, suggested list of supplies, comprehensive lesson plans, supporting visual material and instructional handouts, project evaluation sheets, and a take-home examination. Each lesson plan includes the following components: (1) purpose; (2) objectives; (3) materials needed; (4) preparation instructions; (5) activity sequence, including estimated time for each activity; and (6) step-by-step outline for each activity. Supplementary materials are located immediately following the introductory page of the session in which they are to be used. The manual is designed to be used in staff development workshops for health facilitators working primarily in developing countries.   [More]  Descriptors: Developing Nations, Foreign Countries, Health Education, Learning Strategies

Carifelle, Debbie, Ed.; And Others (1994). Student Expressions Anthology. Elementary. Part of a series of books written and illustrated by the students of Northland School Division, Alberta, Canada, this anthology of elementary school student writing honors the spirit and authentic voice of young people. The writing selections in the book are made accessible to educators so that a bridge of understanding can continue to be built between young people and the adults who teach them. The book includes journal entries, personal essays, poetry, letters, interviews, short stories, picture stories, and art work. Items in the book provide a glimpse into the young person's world of thoughts, ideas, hopes, dreams, and concerns.   [More]  Descriptors: Creative Writing, Elementary Education, Elementary School Students, Foreign Countries

Palmer, Virginia C., Ed. (1979). Reboisement des Terres Arides. (Reforestation in Arid Lands. Manual M5A). Appropriate Technologies for Development Series. This is the French translation for a manual which presents some current, state-of-the-art examples of forestry programs in West Africa. It is based on the collective experiences of foresters and of local farmers and herders. Since many of the problems of reforestation of dry areas are the same worldwide, the text (which focuses on the broad subject of project implementation) includes methods and planning guides useful in more than a West Africa context. Following an introduction, text material is presented in sections discussing: (1) long-range planning (present land uses, community involvement, selecting sites); (2) soil and water (erodability, shallowness, texture, compaction); (3) selecting appropriate species; (4) project planning (natural regeneration, direct seeding, cuttings, nursery planning, design considerations, seed preparation); (5) nursery management; (6) the planting site (preparation, lifting out, transporting, and planting, spacing, survival); and (7) uses and prevention of fires, windbreaks, and sand stabilization. Appendices include: a directory of 165 West Africa trees; an expanded look at 30 of these trees; maps and charts explaining climate, rainfall, soil, vegetation, and characteristics of sub-Saharan West Africa; guide to writing funding proposals for reforestation projects; and a list of information sources and bibliographic materials. The manual assumes basic familiarity with reforestation terms and methods.   [More]  Descriptors: Botany, Classification, Community Involvement, Developing Nations

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1982). Audio-Visual/Communications Teaching Aids Packet. Supplementary Materials. Packet P-8. This packet contains three handouts on training theory and the use of audiovisual aids, as well as a section on materials and presentation techniques for use by community development workers concerned with exchanging information and working with the people in a community. The first handout, "Communication in Development," briefly discusses the four steps in the communication process: attention, understanding, acceptance, and action, and presents a seven step procedure to be followed for improving communications. The second handout, "Why Use Communications Media?", describes and pictorially represents the major categories of media: publications and pictorial, display, projected, audio, and broadcast materials. "Planning: A Guide for Decisions in Communications," the third handout, addresses four questions which should be considered in designing and planning effective communications. The Materials and Techniques section provides instructions for making and/or using bamboo or reed writing pens, brushes, crayons, pocket charts, puppets/puppet stages, flannel boards and flip charts, exhibits and bulletin boards, a flashlight slide projector and filmstrip adaptor, and radio.   [More]  Descriptors: Audiovisual Aids, Audiovisual Communications, Audiovisual Instruction, Communication (Thought Transfer)

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. (1970). American Civilization in Historic Perspective, Part I. A Guide for Teaching Social Studies, Grade 11. This teaching guide offers illustrative and reference materials that are both narrative and graphic on the three topics of Mass Media, Conflicting Ideologies, and Social Control. The objective is to furnish primary materials on these topics not easily available to teachers. Emphasis is on organizing the selections as short cases or studies. Related understandings are grouped together to emphasize this approach. The inductive method encourages students to examine the presentations objectively, analyze and interpret them in terms of the medium, and consider the historic development of the issues. Section 1, Mass Media, presents a study of the Power of the Press: A Case Study of the Tweed Ring, and the Mass Media Today, including the Agnew address and related material on network censorship. In section 2, Conflicting Ideologies, variations in the role and attitude of the pacifist in different periods of U.S. history and conflicting views regarding the influence of Communism in American life are given. The purpose of section 3, Social Control, is to develop some understanding of the limitations which must be observed, even in time of crisis, when hysteria urges the forgetting of those values of individual rights and human dignity which are implicit in democracy. The Japanese-Americans in World War II are examined. Descriptors: Case Studies, Communism, Grade 11, Historiography

Bibliography: Peace Education (page 250 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 Laurel Druben, Thomas Milburn, Max van Manen, Willis Eschenbach, Barbara Jo White, William Graebner, Marilyn Chakroff, Washington Peace Corps, Gary L. Vaughan, and Stephen Young.

Young, Stephen, Ed. (1991). ACCESS Guide to the Persian Gulf Crisis. Updated Edition. This guide for studying the events of the Persian Gulf War is designed to be non-partisan and to promote participation in public debate among concerned citizens, national organizations, educators, researchers, and academics. The guide is divided into four sections. Section 1 provides background information, the text of the United Nations resolutions, and troop levels. Section 2 identifies 12 issues for discussion and debate. Section 3 lists reports, studies, and other resources. Section 4 provides a directory to more than 80 organizations with resources and/or a position on the crisis. Descriptors: Citizen Participation, Citizenship Education, Foreign Countries, Foreign Policy

Graebner, William (1986). The Cold War: A Yearbook Perspective, OAH Magazine of History. Shows how the photographs, valedictorian addresses, nicknames, cartoons and other material contained in high school yearbook can yield information regarding the world views of Americans at the start of the Cold War. Descriptors: International Relations, Modern History, National Defense, Nationalism

White, Barbara Jo; Sheffield, Elise Sprunt (1995). The World Map Project Handbook. This handbook can be used by anyone with an interest in mapmaking. The step-by-step guide shows how to draw, plan, and color a one-of-a-kind world map. There is a list of materials, supplies, worksheets, and a trouble-shooting appendix for special situations. The guide also provides a variety of enrichment activities to promote continued involvement with the world map. The activities stress cooperative problem-solving for participants of all ages. There are three parts in the guide: (1) "How to Make Your World Map"; (2) "How to Use Your World Map"; and (3) "Resources for Making Your World Map." An appendix containing directional material and a bibliography is also included.   [More]  Descriptors: Area Studies, Cartography, Elementary Secondary Education, Geographic Location

White, Barbara Jo (1994). The World Map Project: Map-making Procedures for Primary School Educators. This booklet describes map-making in a step-by-step process with illustrations of each procedure. The volume contains the following chapters or sections: (1) "The Making of a World Map"; (2) "The World Map Key"; (3) "Appendix I: Map-making Workshop"; and (4) "Appendix II: Project Evaluation."   [More]  Descriptors: Cartography, Elementary Secondary Education, Geography Instruction, Illustrations

Milburn, Thomas (1970). Problems of Integrating Academic Disciplines in the Study of War, Violence, and Social Change. The problems mankind faces are of such overwhelming importance that it is easy to see why we are interested in integrating the academic disciplines to study war, violence, and social change. Could not the behavioral sciences, properly mobilized, enable us to reduce the probabilities of war and violence, and make social change more tolerable? Toward these ends, the integration of academic disciplines, and the cooperation of these disciplines with practitioners (educators) should prove worthwhile. There are several obstacles to interdisciplinary work: 1) the anxiety-provoking nature of this area of research, which causes people to withdraw to safe problems in their own disciplines; 2) the tendency to regard only the things in one's own discipline as problematic, and those things outside as givens; 3) the defensiveness and jealousy that often exists between disciplines; and, 4) each discipline having its own distinct methods. One way to overcome these obstacles is to be aware of the conceptual convergences that exist across disciplines. These convergences set the stage for cooperation. There are new methods and concepts that make cooperation easier, e.g., the man-computer simulation to study conflict. It is not obvious how such projects can best be organized, and we need to collect critical incidents concerning successful attempts at cooperation.   [More]  Descriptors: Aggression, Antisocial Behavior, Behavioral Sciences, Conflict

Chakroff, Marilyn; Druben, Laurel, Ed. (1981). Freshwater Fish Pond Culture and Management. Appropriate Technologies for Development. Manual M-1B. This "how to" manual, designed as a working and teaching tool for extension agents as they establish and/or maintain local fish pond operations, presents information to facilitate technology transfer and to provide a clear guide for warm water fish pond construction and management. Major topic areas considered include: (1) selecting the site and type of fish farm; (2) selecting the appropriate fish; (3) constructing, preparing, managing, and harvesting the pond; (4) preserving fish; (5) problems of fish in ponds; and (6) methods of fish culture in places where ponds are not possible. A list of resources on various aspects of fish pond operation is included in an appendix.   [More]  Descriptors: Agricultural Production, Design Requirements, Developing Nations, Fisheries

Peace Corps, Washington, DC. Office of Programming and Training Coordination. (1981). A Training Manual in Conducting a Workshop in the Design, Construction, Operation, Maintenance and Repair of Hydrams. This manual presents a comprehensive training design, suggested procedures, and materials for conducting a workshop in the design, construction, operation, maintenance, and repair of hydrams, and in the planning and implementation of hydram projects. Hydrams (hydraulic rams, hydraulic ram pumps, automatic hydraulic ram pumps, rams) are devices that use the force of water falling through a drive pipe to pump water to a height greater than its source, making use of hydraulic principles and requiring no fuel. The manual includes 20 sessions for the design and construction of modified and fabricated pipefitting and cement rams, and complete instructions for a clear PVC demonstration ram. Each session includes learning objectives, recommended time, suggested procedures, the specific tools, materials, and resources required, notes for trainers (which clarify procedures, provide background information, or suggest options), and activities (designed for 15-20 participants with two trainers) which incorporate such learning techniques as demonstrations, problem-solving, skill practice and guided construction, and large and small group discussions. Guidelines for users (including lists of training objectives, pre-workshop tasks, and tools, equipment, and materials needed) are provided in an introductory section. The entire workshop requires ten 8-hour working days.   [More]  Descriptors: Construction (Process), Developing Nations, Postsecondary Education, Skill Development

Hubbard, Robert L.; Ennis-Applegate, Mari (1988). The Design & Management of Community Projects–A Team Approach. This manual contains materials for a 2-week workshop to train extension staff and community leaders working at the village level in the Solomon Islands. The aim of the course is to improve participants' skills so they are better able to help communities and community groups design and manage community projects. An introduction addresses the team approach in which participants are divided into small teams composed of a mix of government extension officers, nongovernmental field workers, and community leaders who participate in a variety of practical learning experiences; other methods include small action plays, handouts, worksheets, and flip charts. Intended participants, location, and training schedule are also discussed. The manual is divided into six parts. Part 1 introduces the workshop. Parts 2-5, the heart of the training course, set out the steps in developing a community project, namely: assessing needs, planning a project, implementing the plan, and evaluating the project. Part 6 covers participant evaluation of the workshop. Each part is organized by sections: title and time required, aims to be achieved by participants, preparations to be completed by trainers before the start of the section, materials needed, trainer overview summarizing content, and trainer procedures and participant activities. The manual's 29 handouts, 17 flip charts, and 5 work sheets are provided where appropriate throughout the document. Contains 29 references.   [More]  Descriptors: Adult Education, Community Development, Community Involvement, Community Programs

Chakroff, Marilyn; Druben, Laurel, Ed. (1983). Cultivo y Manejo de Estanques Pesqueros de Agua Fresca (Freshwater Fish Pond Culture and Management). Appropriate Technologies for Development. Manual M-1D. This is the Spanish translation of a "how-to" manual, designed as a working and teaching tool for extension agents as they establish and/or maintain local fish pond operations. The manual presents information to facilitate technology transfer and to provide a clear guide for warm water fish pond construction and management. Major topic areas considered include: (1) selecting the site and type of fish farm; (2) selecting the appropriate fish; (3) constructing, preparing, managing, and harvesting the pond; (4) preserving fish; (5) problems of fish in ponds; and (6) methods of fish culture in places where ponds are not possible. A list of resources on various aspects of fish pond operation is included in an appendix.   [More]  Descriptors: Agricultural Production, Design Requirements, Developing Nations, Fisheries

Lane, Pamela S. (1995). Conflict Resolution for Kids: A Group Facilitator's Guide. In an effort to counteract the violent and negative conflict resolution messages children receive from the mass media, schools throughout the United States are now teaching healthy problem-solving skills on a personal level. This book presents an outlined approach to the implementation of a conflict resolution experiential group, designed to be administered in five sessions. For each session, the materials required, session time, goals, activities, and evaluation considerations are given. The hands-on tasks are designed to develop conceptual understanding about cooperative versus competitive ways to solve problems. The book provides activities for five sessions and information on evaluating the impact of the individual sessions as well as the program as a whole. Contains numerous illustrations. Descriptors: Conflict, Conflict Resolution, Course Content, Decision Making

Gill, Muriel, Ed. (1985). Early Stimulation Manual for Parents of Deaf Infants: Appropriate Technologies for Development. Reprint Series R-58. This sign language manual, intended to help St. Lucia parents teach language to and communicate with their deaf or hard-of-hearing children, is prefaced by a child's description of living with a deaf sibling. An introduction discusses symptoms of hearing loss, defines speech and language, traces general expectations at school, and touches briefly on hearing aids, sign systems, and ways parents can help, including learning sign language. Subsequent sections address the following topics very briefly: causes of deafness; significance of early detection; directions for three teaching activities; hearing aids and how to care for them; discipline; toilet training; multiple handicaps; and vocational guidance. The bulk of the document consists of an illustrated sign language glossary, including the alphabet, numbers 1-10, nouns, pronouns, basic verbs, common phrases, and simple sentences.   [More]  Descriptors: Adventitious Impairments, Communication Aids (for Disabled), Deafness, Elementary Education

van Manen, Max (1985). Hope Means Commitment, History and Social Science Teacher. Adults, especially parents and teachers, must show willingness to take responsibility for the world and thus generate firm faith in students, a hope and faith that life is worth living and the world is worth saving. Such hope and faith call for life commitment and work. Descriptors: Educational Needs, Elementary Secondary Education, Futures (of Society), Parent Role

Eschenbach, Willis (1984). Wind Systems for Pumping Water: A Training Manual. No. T-25. This document was prepared as a training manual for people interested in developing appropriate technological approaches to using wind power to pump water. The training program is divided into two basic formats, one in which a session focuses on the design process and participants are expected to do some design work in groups, and another which uses a preselected design and does not include the design process. Besides providing sets of training guidelines and objectives, the manual describes training sessions which deal with: (1) the history of wind systems; (2) large projects and community analysis; (3) shop safety and tool care; (4) representative drawings for construction; (5) shafts and bearings; (6) strengths and testing; (7) joinery; (8) pumps and pump design; (9) siting considerations; (10) sizing wind water pumping systems; (11) design considerations for pumps and windmills; (12) how to design; (13) presentation of designs; (14) construction of wind measuring poles; (15) exploration for wind sites; (16) tower raising; (17) plumbing the wind system; (18) testing the installed wind system; (19) presentation of projects; and (20) protective and routine maintenance. Included is a bibliography, a construction materials list, a tool list, and a glossary.   [More]  Descriptors: Alternative Energy Sources, Appropriate Technology, Design Requirements, Energy Education

Chakroff, Marilyn; Druben, Laurel, Ed. (1987). Culture et Gestion d'Etangs a Poissons d'Eau Douce (Freshwater Fish Pond Culture and Management). Appropriate Technologies for Development. Manual Series–M37. This is the French translation of a "how-to" manual, designed as a working and teaching tool for extension agents as they establish and/or maintain local fish pond operations. The manual presents information to facilitate technology transfer and to provide a clear guide for warm water fish pond construction and management. Major topic areas considered include: (1) selecting the site and type of fish farm; (2) selecting the appropriate fish; (3) constructing, preparing, managing, and harvesting the pond; (4) preserving fish; (5) problems of fish in ponds; and (6) methods of fish culture in places where ponds are not possible. A list of resources on various aspects of fish pond operation is included in an appendix.   [More]  Descriptors: Agricultural Production, Design Requirements, Developing Nations, Fisheries

Vaughan, Gary L. (1981). Guidelines for Management Consulting Programs for Small-Scale Enterprise. Appropriate Technologies for Development. Manual M-14. This manual is designed to assist management consultants in working with small-scale entrepreneurs in developing countries. Addressed in an overview of the small-scale enterprise (SSE) are: the role of the SSE in third world development, problems of SSEs, and target firms. The second chapter deals with various forms of management assistance to SSEs, including general considerations in management consulting and program approaches to SSE management assistance. Examined in a discussion of management assistance to target firms are the implementation experience of the Tulua Management Consulting Program in Colombia, guidelines for seminars for SSE managers and employees, suggestions for providing consulting assistance to target firms, and work related to management consulting.  Appendixes to the manual include sample seminar and teaching aids, aids for conducting a management consultancy, and resources for management consulting to SSEs.   [More]  Descriptors: Annotated Bibliographies, Business Administration, Case Studies, Check Lists