Bibliography: Peace Education (page 240 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 National Park Service (Dept. of Interior), Washington American Freedom from Hunger Foundation, Inc. New York Friends Group, Robert C. Johansen, Gregory Wegner, Washington Department of Justice, Bruce D. Bonta, Ali A. Mazrui, Richard E. Gross, and Phil Benaiges.

Bonta, Bruce D. (1993). Peaceful Peoples: An Annotated Bibliography. This annotated bibliography includes 438 selected references to books, journal articles, essays within edited volumes, and dissertations that provide significant information about peaceful societies. Peaceful societies are groups that have developed harmonious social structures that allow them to get along with each other, and with outsiders, without violence. Forty-seven peaceful societies are described, including religious groups such as the Amish, the Brethren, Doukhobors, Hutterites, Mennonites, Moravians, and Quakers; Native peoples of North America such as the Inuit, Montagnais-Naskapi, Sanpoil, Saulteaux, Zapotec, and Zuni; and indigenous groups from South America, Africa, the Pacific Islands, and Southeast Asia. Literature from fields such as anthropology, psychology, sociology, history, and religious studies are represented. Many entries deal with childrearing techniques and traditional education aimed at socializing children to mores of nonviolence and emotional control. Sections are arranged alphabetically according to the names of the people, and each section includes a brief introduction to the people and information such as their location, population, and economic livelihood. Each entry includes author, title, source, date of publication, and annotation. Also included is a title, author, and subject index. Descriptors: Aggression, American Indians, Annotated Bibliographies, Child Rearing

American Freedom from Hunger Foundation, Washington, DC. Young World Development. (1972). Target: Development Action. This handbook, suggestive rather than prescriptive, is written for Young World Development and/or similar groups committed to active involvement in community, national, and world improvement. Emphasis is upon organizing high school, college, and adult courses and action programs in the community which will help sensitize participants and make them aware of the need for action toward building a just and equitable society where none go hungry. The guide which includes resources of readings, films, and other activities, is divided into four sections. 1) "Education Action" describes three courses in development: a high school prepared curriculum, a teach-in, and a community course. Other activities are also suggested for bringing people together. 2) "Community Action" offers ways in which groups can experience conditions of poverty and racism within their own community. Ideas such as establishing a New World Resource Center, hunger banquets and a weekend of interchange among minority and middle class groups are provided. 3) "Action Briefs" focuses upon active involvement and participation in one's own community in lunch programs, slums, elections, community-hearings, boycotts, and provision of other services for the poor. 4) "Organizing: Getting it all Together" sheds light on the organizing process and provides helpful pointers to groups in their work. A related document is ED 063 210.   [More]  Descriptors: Community Action, Community Education, Developed Nations, Developing Nations

National Park Service (Dept. of Interior), Washington, DC. (1993). Conflict! Battle of Gettysburg. Teacher's Guide. This flexible resource teaching package describes the 1863 Battle of Gettysburg and explores how conflicts begin and how they can be ended. Lessons address visual, auditory, and kinesthetic learners while fostering critical thinking skills as students read, write, analyze, and draw conclusions. Role playing and other creative activities are included. The packet contains five lessons: (1) "Conflict and Its Resolution"; (2) "The Conflicts that Caused the Civil War"; (3) "The Gettysburg Campaign and the Battle"; (4) "How the Gettysburg Conflict Affected People"; and (5) "The Gettysburg Address." The lessons are designed to: work with a poster and prepare students for a visit to Gettysburg; offer teachers a way to integrate the study of history with other academic subjects in the upper elementary grades; and coordinate with the learner outcomes identified by the Pennsylvania Department of Education. Teachers can use one lesson or all five. Includes additional resources for both students and teachers.   [More]  Descriptors: Civil War (United States), Conflict Resolution, Elementary Secondary Education, Learning Activities

Johansen, Robert C. (1979). Salt II: Illusion and Reality. World Order Models Project. Working Paper Number Nine. The document discusses miscalculations by public officials, arms control experts, journalists, and the general public regarding the Strategic Arms Limitation Talks; assesses the Salt II treaty; and suggests criteria for appraising Salt II. The objective is to stimulate research, education, dialogue, and political action which will contribute to a movement for a just world order. It is suggested that miscalculations regarding Salt II stem from failure to conduct a comprehensive and rigorous evaluation in light of criteria which take future security needs into account. Six criteria are suggested–the liklihood that Salt II will slow the arms buildup, lead toward renunciation of nuclear weapons, lead toward abandonment of the arms competition, increase public understanding of the causes of the arms buildup, stimulate more effective public pressure to achieve comprehensive arms reductions, and/or strengthen multilateral demilitarization procedures by international organizations. The conclusion is that if decision makers and other interested people apply these criteria to the Salt II treaty, they will concede that negotiation and ratification have facilitated mounting military expenditures and destructive capability without enhancing security. Descriptors: Conflict Resolution, Disarmament, Evaluation Criteria, Evaluative Thinking

Wegner, Gregory (1995). Buchenwald Concentration Camp and Holocaust Education for Youth in the New Germany, Journal of Curriculum and Supervision. Buchenwald offers an omnipresent reminder that future success of political and economic reunification is related to slow, but necessary, healing of national wounds over dual legacies of Hitler and the Cold War. In midst of painful transitions, the living memorial of Buchenwald holds promise as a place where German youth might continue arduous dialog over meaning of last 60 years of German history. Descriptors: Curriculum Development, Elementary Secondary Education, European History, Foreign Countries

Department of Justice, Washington, DC. (1950). Fifth National Conference on Citizenship. Presented are general session and discussion group reports from a citizenship conference held in Washington, D.C. in May, 1950. Sponsored by the National Citizenship Committee of the National Education Association and the United States Department of Justice, the conference provided a forum for examination of the functions and duties of American citizenship after World War II. Conference participants included representatives from civic, religious, educational, professional, industrial, labor, and communications groups. The conference theme was "Loyal Citizens in Action–You Are Your Government." The proceedings are presented in three major sections, which correspond to the major conference topics. The first section focuses on voting. Opening speeches dealt with how voters decide among candidates and ways to encourage high voter turnout. The second section presents speeches and discussion relating to the need for citizens to base participation upon accurate information. Topics discussed include providing field-trip experiences in government agencies to students and encouraging newspaper editors to present broad outlines of political facts and information. The final section offers discussion about how organizations can improve citizenship. Recommendations include that schools should help students understand the privileges and obligations of citizenship, the federal government should organize a National Commission on Citizenship, and community citizenship organizations should coordinate their activities.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

National Park Service (Dept. of Interior), Washington, DC. (1991). Conflict! Dwight D. Eisenhower. Teacher's Guide. This teaching package introduces students to soldier and President Dwight D. Eisenhower, who played a key role in many of the conflicts of the 20th century. The package is to prepare students for a visit to the Eisenhower Farm in Gettysburg, Pennsylvania. The lessons challenge students to use the study of Eisenhower to explore how conflicts are caused–and how they can be solved. This teaching package has been designed to appeal to all types of learners–visual, auditory, and kinesthetic. The packet fosters critical thinking skills as students read, write, analyze and draw conclusions. Students also participate actively through role playing. The teaching package includes five lessons: (1) "Conflict and Its Resolution"; (2) "Causes of International Conflict"; (3) "Eisenhower and His Times"; (4) "Conflicts Eisenhower Faced"; and (5) "How Would Eisenhower Have Handled It?" In an additional lesson, "Site Visit: A Visit by a World Leader," students, using primary source documents, develop their own planned visit by Jawaharlal Nehru. The lessons offer teachers a way to integrate the study of this U.S. President with the 11th grade U.S. history curriculum and were designed to coordinate with the learner outcomes identified by the Pennsylvania State Department of Education. Contains 12 references. Descriptors: Active Learning, Conflict, Conflict Resolution, Decision Making

Alexander, Susan, Ed. (1985). Finding Common Ground: Days of Dialogue Teaching Materials. Teaching for the Summit and Beyond. Designed for elementary, secondary, and post-secondary classrooms and community use during the week of November 11-15, 1985–the week before the Reagan-Gorbachev Summit meetings in Geneva, Switzerland–these lesson plans and units accomplish two goals: (1) to inform young people and adults and raise the level of understanding around specific issues of the Reagan- Gorbachev summit; and (2) to encourage teachers, students, and adults to develop a new process for talking about the critical issues of our time. With emphasis on problem-solving and conflict resolution, the packet is organized into eight sections. Following an introduction, sections 2 and 3 provide activities for all ages and conflict-resolution activities for students in grades 1-6. Section 4 provides activities for students in grades 7-12, including a brief history of summits and summitry, questions for discussion, lessons for organizing a mock summit meeting in the classroom, an activity involving a closer look at arms control issues, activities accompanying newspaper articles by Richard Nixon and James Reston, and a unit on the USSR. The next sections provide a college/university approach and annotated bibliography on nuclear issues, activities for professional development and community education, follow-up resources, and special follow-up activities. Descriptors: Conflict Resolution, Disarmament, Elementary Secondary Education, Experiential Learning

New York Friends Group, Inc., New York. Center for War/Peace Studies. (1970). Report of the 1970-71 Summer Curriculum Development Program of the Diablo Valley Education Project. This report provides an overview of the purposes, participants, content, and evaluation of a four-week workshop. The purposes of the workshop were to: 1) present an introduction to the concepts conflict, violence, and interdependence; 2) develop an awareness of the need for value analysis in the classroom; 3) teach techniques and theory of value clarification and analysis in the classroom; and, 4) produce conceptually-oriented preliminary units on the above concepts and value analysis which might later be edited for publication. A panel of consultants provided the pedagogical and substantive basis from which the teachers could choose the content samples and design learning strategies for their units. (Consultant papers by David Daniels, Ralph Goldman, David King, Robert North, and Michael Scriven are available through the ERIC system.) A content outline of these formal workshop presentations is included in this report. A total of fourteen draft units resulted from the summer program. An appendix provides brief descriptions of these units.   [More]  Descriptors: Conflict, Curriculum Development, Fundamental Concepts, International Education

Department of Justice, Washington, DC. (1948). Third National Conference on Citizenship. Presented are background information, discussion group reports, and addresses from a citizenship conference held in Washington, D.C. in May 1948. Sponsored by the Citizenship Committee of the National Education Association and the United States Department of Justice, the conference centered on the theme, "Citizenship: Rights and Responsibilities." Speeches and discussion are presented on three major topics: the world-minded American citizen, basic human rights and attendant responsibilities, and citizenship in action in the local community. Speakers included educators, college presidents, government officials, politicians, members of the clergy, foundation and non-profit organization representatives, congressmen, and media representatives. Summaries of discussion on the major topics revealed group concensus on issues including that Americans should become world-minded citizens, find ways of achieving jointly held values democratically, support agencies working toward mass communication, set standards and patterns of action to assure human rights, support equality of opportunity, realize that all communities are interdependent, and fulfill citizenship duties on local, state, and national levels.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

Department of Justice, Washington, DC. (1952). Seventh National Conference on Citizenship. The document presents proceedings from the seventh in a series of annual national citizenship conferences. Held in Washington, D.C. in September, 1952, the conference served as a forum for more than 1,000 educational, political, business, religious, labor, civic, and communications leaders to explore functions and duties of American citizenship. The theme of the conference was "Rights of the Citizen Under the Constitution." Speakers focused upon helping citizens exercise their constitutional rights, encouraging voter turnout, conserving the American way of life, fostering appreciation of the privileges and duties of American citizenship, improving the democratic process, and preserving freedoms guaranteed by the Constitution. Eighteen discussion groups focused on Constitutional rights and identified problems related to the exercise of these rights. Rights identified as fundamental included fair and speedy trial, equal justice under law, freedom of speech, and the right to dissent. Civic responsibilities identified as attendant to these rights included voting, obeying duly enacted laws, paying taxes, supporting the armed forces, opposing subversive persons and organizations, and putting public interest ahead of private advancement. Suggestions for increasing constructive citizenship action included increasing civic participation, improving citizenship education in schools, reducing discrimination, increasing neighborliness, and reducing civic apathy.   [More]  Descriptors: American Culture, Citizen Participation, Citizenship, Citizenship Responsibility

Gross, Richard E. (1991). What Chinese Children and Youth Are Learning about the United States. Working Papers in Education. This study examines history and social science textbooks used in China to see how the United States is presented in order to make inferences about what Chinese students are learning about the United States. The report also reflects the U.S. examination of Chinese textbooks. As part of the same study, U.S. K-12 textbooks were sent to China. The study analyzed the subjects of geography, elementary school history, junior high school history, senior high school history, senior high school history of social development, and senior high school political economics. It was concluded that the textbooks generally become more ideological as they advanced in grade level; the history of social development and political economics textbooks featured the detailed official view of communist ideology along with a thorough indoctrination in the evils of western capitalism. Descriptors: Capitalism, Communism, Comparative Education, Elementary Secondary Education

Berger, Karl; And Others (1989). America, the Soviets and Nuclear Arms: Looking to the Future. Part of a larger project, "The U.S. and the USSR: Choices for the 21st Century," that is aimed at developing curricular materials for use at the secondary, undergraduate, and adult education levels, this book helps high school students to think through some of the complex issues surrounding U.S.-Soviet relations and the nuclear arms race as the United States enters the twenty-first century. By presenting four alternative "futures" for U.S.-Soviet relations in 2010, this book helps students consider what policies the United States should follow in the years ahead. The four images presented of the United States in the year 2010 are called: (1) "The U.S. Gains the Upper Hand"; (2) "Eliminate the Nuclear Threat, Compete Otherwise"; (3) "Cooperative Problem Solving"; and (4) "Defend Only North America." Students also are asked to create a "Future 5." The book also provides a history of U.S.-Soviet relations. A glossary, with small maps, is included. Descriptors: Conflict Resolution, Decision Making, Diplomatic History, Disarmament

Benaiges, Phil (2005). The Spice of Life? Ensuring Variety When Teaching about the Treaty of Versailles, Teaching History. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are problems in allowing learning style "audits" to shape our teaching strategies entirely. But one message emerges from the debates loud and clear: vary your teaching strategies and you're more likely to engage all your pupils and develop their understanding. This is hard to contest. A solid diet of question and answer or role-play or written work is unlikely to appeal to a classroom of students who enjoy different ways of learning. Phil Benaiges has used the learning style literature to help him develop a wide repertoire of activities for the history classroom. The fact that he has done so at GCSE is even more impressive. Building on the work of Ian Luff and Phil Smith, Benaiges insists that despite the formal requirements of the GCSE examination, one important key to success is to develop the understanding amongst pupils in whichever ways work best. Here, he treats us to some of his ideas about teaching the Treaty of Versailles. [Includes five classroom activities.]   [More]  Descriptors: History Instruction, Teaching Methods, Educational Strategies, Educational Practices

Mazrui, Ali A. (1982). The Moving Cultural Frontier of World Order: From Monotheism to North-South Relations. This essay argues that the history of the international system has revolved around a moving frontier of cultural exclusivity. It is one of a series of working papers commissioned by the World Models Project in its effort to stimulate research, education, dialogue, and political action aimed at contributing to a movement for a just world order. Originating under monotheism, the cultural frontier has been characterized by a persistent "us/them" dichotomy. Civilizations which anthropomorphized God in monarchical terms tended to divide the world between the God-fearing and sinner. This tendency was reinforced by the culture of politics which differentiated supports from adversaries. Both were embodied in early international law such that a system of rules for civilized nations did not apply to "them"–the rest of the world–thus opening the door to imperialism and eventual class stratification in the international system. Although the cultural frontier has been moving due to secular challenges, the major challenges to Judaeo-Christian monotheism–Marxism and Islam–are themselves dualistic: the Marxist dialectic is inherently of this nature as is the tension between good and evil in Islam. The interrelationship between major cultural themes in today's world, coupled with a developmental system of stratification which is based on technical know-how, suggests that important but hidden problems of a cultural nature are contained in the world order agenda. Descriptors: Christianity, Cultural Differences, Cultural Influences, Global Approach

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