Bibliography: Peace Education (page 246 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 Carol Marie Ridarelli, Orinda Diablo Valley Education Project, Asbjorn Eide, Katherine Mura, John Finch, Ellen Icolari, Johnnye R. Warnsley, Yvonne St. Hill, Nel Noddings, and Lonzena B. Jones.

Girard, Suzanne (1995). Celebrating the UN's 50th in Primary Grades, Green Teacher. Provides rationale and methods for introducing primary children to the United Nations. Suggests teaching methods for a unit on the United Nations that involves children in learning about other nations and using their own families as a base for discussing roles, routines, and advantages that compare to the "UN family." Descriptors: Community Education, Environmental Education, Foreign Countries, Global Education

Tandler, Fredrika M. (1956). Teaching about the United Nations in United States Educational Institutions, January 1, 1952, to December 31, 1955. A Report by the United States of America under ECOSOC Resolution 446 (XIV). Bulletin, 1956, No. 8, Office of Education, US Department of Health, Education, and Welfare. This report, based on a selection of information received from States and Territories and many organizations, gives a profile of what is being taught about the United Nations in the United States just 10 years after the organization came into existence. This bulletin discusses the following topics: (1) How are the schools and colleges of the United States teaching about the United Nations?; (2) Informal teaching about the United Nations; (3) What teachers and professors say about materials on the United Nations; and (4) How adults learn about the United Nations through institutions of higher learning. Information on general topic is appended. (Contains 1 footnote.) [Best copy available has been provided.]   [More]  Descriptors: Peace, International Cooperation, Profiles, International Organizations

New York Friends Group, Inc., New York. Center for War/Peace Studies. (1971). Guide to the Concept: Conflict. Revised Edition. The outline presented here grew out of the realization that though a great deal of study has been done on conflict, there has been little effort made to organize the concept for teachers. The concept of conflict provides a rich tool for teachers to analyze much of human behavior. When applied intelligently, it can bridge the gap between very personal conflict situations and those remote conflicts occurring between nation states. Its study can also help teachers to manage the conflicts lying just beneath the surface of his classes. There are hundreds of ideas about conflict which can be examined in thousands of human events. Knowing that the reader will think of the many applications, the chief focus here is on the ideas. First, a definitional statement about conflict is presented; one which encompasses a wide range of human behavior. Suggested also are several cognitive objectives, and some desirable attitudes toward conflict which you may want to develop in your students. A tentative model of the process of conflict and its resolution is offered, and ways of using this model as a basis for student activities are suggested. Finally, some other student activities are described which can provide some practical experience in recognizing and resolving conflicts. SO 001 509, SO 001 511, and SO 001 513 are related.   [More]  Descriptors: Cognitive Objectives, Concept Teaching, Conflict, Conflict Resolution

Swenson, Gay Leah (1987). When Personal and Political Processes Meet, Journal of Humanistic Psychology. Reports and critiques the Rust workshop conducted in 1985 in Vienna, Austria. Provides an analysis of the challenges to the person-centered approach as applied to international tension reduction. Concludes with issues for further exploration and a declaration for an ongoing program in person-centered approaches in international relations. Descriptors: Conflict Resolution, Higher Education, Humanism, International Relations

Eide, Asbjorn (1998). The Historical Significance of the Universal Declaration, International Social Science Journal. Explains the historical significance of the Universal Declaration of Human Rights. Focuses on the initiative for the Declaration and its elaboration, the precursors to modern human rights, the foundation of the Declaration, the rights contained in the Universal Declaration, three modes of human rights analysis, and global governance and human rights. Descriptors: Civil Liberties, Civil Rights, Freedom, Futures (of Society)

Noddings, Nel (1992). Social Studies and Feminism, Theory and Research in Social Education. Discusses feminism and its role in social studies. Suggests that adding a few female names and faces has not changed the inherent masculinity of the culture. Argues that women's contributions are overlooked because they do not fit the male model of achievement. Suggests that women's culture must be articulated in the social studies. Descriptors: Citizenship Education, Civil Liberties, Curriculum Development, Curriculum Evaluation

Icolari, Ellen (1996). The New South Africa: A Major Power in Transition. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This interdisciplinary and multi-modal curriculum unit provides a context for studying South Africa in grades 5-12. Three aspects of the post-apartheid Republic of South Africa are highlighted, including: (1) "Revisiting the Past": a brief history of South Africa's political and social climate; (2) "Beginning the Transformation": an overview of the Reconstruction and Development Plan; and (3) "The Future, A Brighter Day?": summaries of conversations with South African young people.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Warnsley, Johnnye R. (1996). Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9) "A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Jones, Lonzena B.; And Others (1995). Respect Me, Respect Yourself: Student Workbook [and] Teacher's Guide. First Edition. This student workbook and teacher's guide are designed to teach elementary school students about peaceful conflict resolution based on the premise that one of the inalienable rights to which individuals are entitled is the right to respect themselves and others. There are six lessons that teach mediation and alternative dispute resolutions. Each lesson includes a description, objectives, materials needed, key concepts/vocabulary, steps to implement the lesson, and suggested activities. The lessons allow for the utilization of individualized, whole group, and small group instruction. The six lessons examine: (1) successful mediation; (2) the United States Constitution; (3) freedom of speech; (4) freedom of the press; (5) resolving conflicts within oneself and with others; and (6) children's rights. The student workbook provides students with a brief summary of the United States Constitution and all 27 amendments in simple English and the skills necessary for successful mediation. The conflict situations that are presented are intended to give students a better understanding of the Constitution and the Bill of Rights. Lessons infuse activities for social studies, writing, reading, drama, art, speech, and literature classes. The teacher's guide includes opportunities for parent involvement and the appendix includes guidelines for establishing a school-based peer mediation program and innovative activities to prepare early learners to practice non-violent techniques for conflict resolution. The student workbook concludes with a vocabulary list. Descriptors: Citizenship Education, Conflict Resolution, Constitutional Law, Elementary Education

Caldwell, Dan (1977). Simulating SALT, Teaching Political Science. This paper explains how to conduct a SALT simulation with upper division undergraduate and/or graduate students who have a limited background in international relations. Playing time is approximately four weeks. It is suggested that an introductory course devoted to reading, lectures, and discussions precede the simulation.   [More]  Descriptors: Disarmament, Higher Education, International Relations, Peace

Mura, Katherine; Finch, John (1996). "Cry, the Beloved Country." Bill of Rights/Human Rights Project. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This unit is based upon study of Alan Paton's novel, "Cry, the Beloved Country," and includes a writing component in which students create an original Bill of Rights for the new Republic of South Africa. To create the new Bill of Rights, students study three basic human rights documents and work in groups to write the finished product. Appended sample materials that can be used to complement social studies/history resources are included.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Ridarelli, Carol Marie (1996). Perceptions of the People of the New South Africa. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This unit includes objectives, content, and activities to help students actively explore and analyze the changes that have been affecting the people of South Africa since the end of apartheid. The lessons use materials from interviews with people from a variety of South African backgrounds and their perceptions of the changes in their country.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Diablo Valley Education Project, Orinda, CA. (1972). Coping with Conflict and Change in Our Global Society. Report of a Summer 1972 Workshop. A five-week summer workshop offered inservice training to twenty-eight intermediate and high school social studies and English teachers. Participants examined the concepts of conflict, power and authority, identity, and interdependence through content and team working sessions, ranging from games to lectures, and independent study in an effort to produce workable mini-units around the concepts. Rather than writing an original curriculum unit, emphasis was on coordinating available materials with the individual needs of the schools where the fourteen units would be taught by the participants. Contact will be made with teachers in a follow-up program by the DVEP staff who will visit classrooms to evaluate the effectiveness of the materials, to provide ongoing resource assistance, and to choose the best units for wider local distribution. Staff and participants evaluated the workshop favorably. Teachers plan to implement mini-units and other workshop materials in their classrooms. Staff members met their minimum goals of producing mini-units and having teachers volunteer to test-teach materials in their classrooms.   [More]  Descriptors: Concept Teaching, Conflict Resolution, Curriculum Design, Curriculum Development

St. Hill, Yvonne (1996). From Segregation/Apartheid to Democracy in South Africa. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is intended to help students understand the tremendous social and political changes in South Africa that have occurred with the ending of apartheid. The unit contains four modules: (1) "Segregation/Apartheid"; (2) "Effects of Apartheid"; (3) "Transitional Process from Apartheid to Democracy"; and (4) "Observations." Background information and facts about South Africa are presented.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Bebbington, John; And Others (1995). What Makes a Good Peacekeeper?, Green Teacher. Children can better understand the United Nations' role as a peacekeeper if they have some experience at it themselves. This activity for grades 4 to 6 demonstrates that the battles on the schoolground are not so different from those in the wider world. Includes a bingo gameboard and worksheet. Descriptors: Educational Games, Elementary Education, Environmental Education, Global Education

Share on FacebookShare on Google+Tweet about this on TwitterEmail this to someonePin on Pinterest

Leave a Reply