Bibliography: Gun Control (page 05 of 10)

This annotated bibliography is reformatted and customized for the Positive Universe website.  Some of the authors featured on this page include Silja Kallenbach, Paula Fried, Suellen Fried, Washington Committee for Economic Development, Lois Fennig, Charles Degelman, Frank J. Kopecky, Marshall Carlson, Marshall Croddy, and Northbrook Who's Who among American High School Students.

Carlson, Marshall; Fennig, Lois (1969). Modern Problems: Sociology Units. An Experimental Program for Grade 12. GRADES OR AGES: Grade 12. SUBJECT MATTER: Sociology; modern problems. ORGANIZATION AND PHYSICAL APPEARANCE: The guide contains two units, one on the problems of minority groups and the other on social pathology. Sub-sections of unit 2 include crime and criminals, criminal investigation, gun control, U.S. criminal law, criminal procedure, punishment, juvenile delinquency, drugs, and capital punishment. Each unit has the following sections: introduction, objectives, generalizations and activities, duplicated resources, transparency masters, and bibliography. The guide is lithographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: Basic objectives are included in the introductory material, while more detailed objectives are set out at the beginning of each unit.  Detailed activities are listed for each unit, together with the resource materials required. INSTRUCTIONAL MATERIALS: Each unit includes extensive duplicated resource material, transparency masters, and lengthy bibliography. STUDENT ASSESSMENT: Suggestions are included in the introductory material for methods of student self-evaluation, teacher-student conference, teacher observation and evaluation, teacher-made tests, and standardized tests.   [More]  Descriptors: Crime, Curriculum Guides, Delinquency, Drug Abuse

Croddy, Marshall; Degelman, Charles; Hayes, Bill (1997). The Challenge of Violence. [Student Text and] Teacher's Guide. This document addresses violence as one of the key challenges facing the democratic and pluralistic republic under the framework of the Constitution and its Bill of Rights. Primary focus is on criminal violence and the factors and behaviors that contribute to violent crime. The text is organized into three chapters: (1) "The Problem of Violence"; (2) "Law and Public Policy"; and (3) "Taking Action Against Violence." Chapter 1 examines the history, costs, and causes of crime. Chapter 2 explores the constitutional context of the political debate over violence and the question of how government works to stem the tide of violence without compromising the individual rights of U.S. citizens. Students are invited to engage in major policy discussions about gun control and youth curfews.  Chapter 3 presents a survey of what citizens around the country are doing to protect themselves from violence and to make their communities and schools safer places. A teacher's guide designed to provide instructional support is included.   [More]  Descriptors: Conflict Resolution, Constitutional Law, Crime, Crime Prevention

Cable News Network, Atlanta, GA. (1998). CNN Newsroom Classroom Guides. July 1998. CNN Newsroom is a daily 15-minute commercial-free news program specifically produced for classroom use and provided free to participating schools. The daily CNN Newsroom broadcast is supported by a Daily Classroom Guide, written by professional educators. These classroom guides are designed to accompany CNN Newsroom broadcasts for a given month, and include suggestions for class discussion for top stories, business, cultural, and world events. Top stories in this July 1998 guide include: U.S. missile strikes a radar site; wildfires continue to threaten rural Florida; Chinese officials call Clinton's visit a full success; a world-famous motor speedway becomes home to those forced out by Florida's fires; tough economic times signal political difficulties for Russia's President Yeltsin; the United Nations grants additional diplomatic rights to the Palestinians; a call for stricter gun control legislation launches a crossfire of debate; the Clinton Administration launches a $2 Billion anti-drug campaign; France wins the World Cup trophy; a controversy over Protestant parades threatens to shatter Northern Ireland's fragile peace; the public seems unconcerned about the threat of the "millennium bug"; Congress's plans for the HMO system; a Secret Service agent fights a subpoena; the government issues its second annual report on the state of America's children; Nigeria takes its first steps on the path to democracy and announces plans for elections in 1999; Texans continue to endure a triple-digit heat wave; Alan Shepard, the first American in space, dies; President Clinton promises relief for those suffering from summer's heat; two Capitol security officers are killed in the line of duty Friday; two slain officers lie in state under the United States Capitol rotunda; the Independent Council grants Monica Lewinsky immunity from prosecution in exchange for her testimony; and Clinton volunteers to become the first sitting U.S. president to testify in a criminal investigation; and Japan's new man in charge chooses a finance minister to tackle the nation's economic woes. Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction. (1980). Taking Aim At Guns…Gun Control Lessons for Intermediate, Junior and Senior High Schools. A Teacher's Handbook. This guide is intended to assist classroom teachers in developing lessons revolving around New York's 1980 handgun control law. It contains model lesson plans and a section on resource materials designed to provide insight into the law and its ramifications. The guide is designed for use in intermediate, junior and senior high schools. Descriptors: Content Area Reading, Crime, Curriculum Guides, Elementary Secondary Education

Kopecky, Frank J., Ed.; Wilkin, Rebecca S., Ed. (1983). Current Illinois Legal Issues. Second Edition. Designed as supplementary reading in American government or social studies courses, this compilation of articles is intended to help students gain a better understanding of the judiciary's role in the Illinois legal system. The first of three sections contains articles about judges and the court system. The second section examines the criminal justice system, including the grand jury, criminal sentencing, the problem of court backlog, and crowded prisons. The third section is devoted to issues that have recently been debated in the Illinois political system. Articles included are: "Should Judges Be Elected or Appointed?" (Frank Kopecky); "Illinois Judges: Too Much Retention and Too Little Selection" (Paul Lermack); "Illinois Trial Judges: Pragmatic Fact Finders" (Stephen Daniels, Rebecca Wilkin, and James Bowers); "The Illinois Appellate Court: The Wheels of Justice Grind Exceeding Slow" (Janeen Burkholder); "Cameras in the Courtroom: Will Illinois Be Next?" (Mike Strand); "The Grand Jury System" (Ed Nash); "Justice Delayed: Illinois and Its Speedy Trial Act" (Marilyn J. Rice); "Analyzing Class X under the U.S. and Illinois Constitutions" (David F. Schwartz); "An Inequity in Sentencing Law" (James K. Zerkle); "No Room behind Bars" (John F. Boyle); "The Chain Gang and ERA's Bitter End (Diane Ross); "'Scientific Creationism' Challenges Theory of Evolution" (Julie A. Dutton); "Gun Control: Moving to the Home Front" (John J. McCarthy); "New Open Meeting Law: Visions and Revisions" (Dona Gerson); "Remapping: The Decennial Poker Game" (Diane Ross); and "Look-Alike Drugs" (Julie A. Dutton). Descriptors: Constitutional Law, Controversial Issues (Course Content), Court Judges, Courts

Kallenbach, Silja, Ed. (1996). Can We Really Make a Difference?, Change Agent. This issue is intended as a collection of teaching and learning resources. It presents news, issues, information, ideas, activities, and discussion questions on social justice. Articles that focus on learning how to make a difference areas follows: "What Is Civic Participation Anyway?"; "The Hundredth Monkey: When You're Not Sure, Keep Washing Your Sweet Potatoes"; "Who Makes the Decisions that Affect You?"; and "What Is the Right Question Project? What Does It Do for People? How Does It Work?" These articles deal with making a difference in the local community: "Politicians 'Walk-a-Mile' in the Shoes of Welfare Recipients"; "Persistence Pays Off: Enrique Helps Draft a Law in California to Protect Low-Literacy Workers"; "Students Fight for Public Transportation; "Students Speak Out for Adult Education in Vermont"; "Community-Building in an English as a Second Language Classroom"; "Community Garden"; "What Support Do Students Need in Order to Make a Difference?"; "Taking Action against Violence"; and "Controlling Our Economic Destiny: An Update on the Mountain Women Soap Company." Articles on voting and advocacy are as follows: "Voter Power"; "The Long Struggle for Women to Get the Right to Vote"; "Voter Education in the Asian Community"; "Unveiling the Mysteries of Voting"; "What If Rosa Parks Shot the Bus Driver?"; "A Key to Combining Voter Education and Economics"; "An Adult Basic Education Class Moves into the Rhode Island State House"; "Quiz: How Does Your Political Knowledge Compare with that of Other Americans"; "Immigrant Students Advocate for Adult Education"; and "Education Gives Us Wings." The final series of articles deals with selected presidential election issues: "The Economy Is Doing Well, But What about the Average Worker?"; "New Bedford Students Question Decision-Makers About the Economy"; "Is Big Money Doing Away with Real Democracy?"; "Just How Much Does Foreign Aid Cost Us?"; "National Issues Forum: Seeing All Sides of the Issue of Crime"; "Myths and Facts about Gun Control and Crime"; "Students Speak Out on Crime"; "Immigrants under Attack: Is New Legislation Punishing Immigrants Unjustly?"; "The Rights and Responsibilities of Citizenship"; and "Myths and Facts about Immigration."   [More]  Descriptors: Activism, Adult Basic Education, Advocacy, Citizen Participation

Copeland, Gary A.; Davis, Donald M. (1984). Political and Social Issues as Predictors of Attending to Religious Broadcasts. Acknowledging fears of electronic church critics that audiences will adopt the conservative political messages espoused by evangelical broadcasters, a study was conducted to determine the political and social issues that best predict attendance to religious broadcasts. A secondary analysis was conducted of existing data from a statewide telephone survey of residents of Alabama. Interviewees in the survey were questioned about political beliefs, attitudes, and knowledge; race relations; religious orientation; media use; and demographic information. A pool of 20 items dealing with political and social issues, political anomie, and racial attitudes was selected for possible use as predictor variables in the discriminant analysis. The results of the analysis indicated that fundamentalist issues, political distrust, political power, and political knowledge tended to be the areas of distinction between viewers and nonviewers of religious broadcasts. Viewers tended to be more opposed to the Equal Rights Amendment, pornography, and abortion than did nonviewers. Viewers also favored prayer in school and gun control more strongly than did nonviewers. There appeared to be a sense of political estrangement among viewers, who found politics and government more complicated and legislators losing touch with them. At the same time, viewers had a greater sense that political power wielded at the ballot box is the only way of controlling the political process. Nonviewers tended to exhibit greater political knowledge than did viewers. Descriptors: Comparative Analysis, Mass Media Effects, Political Attitudes, Political Issues

Who's Who among American High School Students, Northbrook, IL. (1992). High Achievers: 23rd Annual Survey. Attitudes and Opinions from the Nation's High Achieving Teens. This report presents data from an annual survey of high school student leaders and high achievers. It is noted that of the nearly 700,000 high achievers featured in this edition, 5,000 students were sent the survey and 2,092 questionnaires were completed. Subjects were high school juniors and seniors selected for recognition by their principals or guidance counselors, other faculty members, national youth organizations or the publishing company because of their high achievement in academic activities, community service, athletics or their performance on national scholarship or award contests. It is noted questions were tabulated by total response; breakdowns by sex, race, type of school attended, and type of community are also included. On questions calling for write-in answers, results are shown of the most frequently mentioned answers. These categories of questions are included: (1) participant data/demographics; (2) education; (3) future plans; (4) teenagers and Acquired Immune Deficiency Syndrome (AIDS); (5) sexual behavior; (6) abortion; (7) tobacco, alcohol, and drugs; (8) peer pressure; (9) sexual violence and date rape; (10) violence in society; (11) life priorities; (12) race, religion, and prejudice; (13) personal satisfaction; (14) suicide; (15) social policy/politics; (16) gun control; and (17) most admired people. Descriptors: High Achievement, High School Seniors, High School Students, High Schools

Fried, Suellen; Fried, Paula (1996). Bullies & Victims: Helping Your Child through the Schoolyard Battlefield. The purpose of this book is to encourage children and adults in partnership to mobilize and put the prevention of bullying on the national agenda. Some teasing in childhood is inevitable, and it can be an important preparation for life. However, there is a point when teasing stops being helpful or playful, when it becomes humiliating or emotionally abusive, and when the victim requires protection from the teaser. If a certain level of teasing is inevitable, it is necessary to teach children to deal with it more confidently. The first step is to raise the child's awareness of when he or she is being bullied, when teasing constitutes abuse. A survey of 82 adults showed that 82% felt that they had experienced bullying abuse as children, and 31% of these respondents said the harm had been physical abuse. Forty-two percent of these respondents said that they themselves had treated others in ways that were harmful. The discussion is presented in the following chapters: (1) "The Case of Nathan"; (2) "Understanding the Dimensions of Bullying"; (3) "Physical Abuse"; (4) "Verbal Abuse"; (5) "Emotional Abuse"; (6) "Sexual Abuse"; (7) "Sibling Abuse"; (8) "Bullies and Victims"; (9) "Empowering Children"; (10) "Strategies for Adult Intervention"; (11) "Solutions and Successful Models"; and (12) "Challenges for Prevention." The prevention of violence in our society is inextricably linked to the prevention of child abuse. There are a number of strategies that can be adopted, including conflict resolution training, education to prevent prejudice based on race or ethnicity, and gun control. Five appendixes contain a list of 12 resources, the peer abuse survey form, a sample school board antibullying policy, Minnesota's Multicultural and Gender-Fair Curriculum Rule, and a harassment and violence prevention policy. Descriptors: Bullying, Child Abuse, Elementary Secondary Education, Peer Relationship

Chen, Ann (1998). People v. Brunetti: Issues of Homicide, Conspiracy, Gun Control, and the Right to Bear Arms. Official Materials for the California Mock Trial Program. Each year the Constitutional Rights Foundation creates a mock trial that addresses serious matters facing young people. This year the lesson confronts the recent shootings at U.S. schools and the subsequent criminal trials. The nature of such violence and its causes including unresolved peer conflict, questions of responsibility, peer pressure, easy access to firearms, and drug and alcohol abuse are incorporated in a frank and serious manner. The lessons and resources included in the packet offer supplementary methods to address many of the topics contained in "People v. Brunetti." The packet is divided into the following sections: "Program Objectives" (both for students and schools); "Code of Ethics"; "Introduction to the 1998-99 California Mock Trial Program"; "Classroom Materials"; "Introduction to 1998-99 California Mock Competition"; "Fact Situation" (Charges, Evidence, Stipulations); "Pretrial Motion and Constitutional Issue" (Arguments, Sources, Legal Authorities, The Mock Pretrial Motion Hearing); "Witness Statements" (Official Diagrams); "The Form and Substance of a Trial"; "Team Role Descriptions"; "Procedures for Presenting a Mock Trial Case"; "Diagram: A Typical Courtroom"; "Mock Trial Simplified Rules of Evidence" (Allowable Evidentiary Objections, Summary of Allowable Objections for the 1998-99 Mock Trial); and "Official Judge, Scorer and Teacher Information Packet" (Teacher's Packet Lesson Plans, Rules of Competition, Order of Events, Judge and Attorney Instructions, Judge's Narrative for Trial Instruction, Scoring Materials, Forms).    [More]  Descriptors: Competition, Court Litigation, Gun Control, High Schools

Committee for Economic Development, Washington, DC. (1997). Connecting Inner-City Youth to the World of Work. A Program Statement by the Committee for Economic Development. The United States should provide all young people entering the work force with opportunities to develop productive careers. Despite that fact, the nation's schools fail to equip many young people with appropriate skills, the job market often fails to link them to long-term advancement-oriented employment, and their communities often provide few role models of adult employment success. These problems are particularly acute in the nation's inner cities. The following are among the actions that communities, schools, and employers can take to create a more favorable environment and employment in inner cities: provide prenatal/postnatal health care, parenting education, developmentally oriented preschool programs, and health/social services for students and their families; initiate gun and drug control measures; establish higher educational standards; improve teacher quality; increase schools' use of information technology; strengthen school-based management; expand charter schools and public school choice; increase employee recruiting through inner city schools and other community-based sources of job referrals; provide student internships for inner city job seekers; use school transcripts and teacher recommendations when making hiring decisions; and expand "diversity management" initiatives to enhance the retention and productivity of employees from diverse demographic backgrounds; and redesign career ladders to provide workers with initial access at younger ages.   [More]  Descriptors: Career Education, Cooperative Planning, Economic Development, Education Work Relationship

Flynn, Elizabeth A. (1983). Gender Difference and Student Writing. An exploratory study examined gender differences in writing in the essays of five male and five female freshman composition students. The findings suggest parallels between the writing and speaking behaviors of men and women students and between student writing and the work of male and female professional writers. The male students made few references to women and often wrote on typically "male" topics: gun control, nuclear power, or cars. In contrast, the women revealed worlds in which men were definitely present but they often expressed contradictory attitudes toward both men and traditional sex roles. The women described a more complicated reality than the men in that their conflicts resulted not only from their inexperience but also from their gender conditioning. Their settings were more frequently interior spaces, and their action was less assertive than that of men. Women frequently described accommodation to the environment rather than rebellion against it. This emphasis upon accommodation, forbearance, and caution was, no doubt, a result of the women's intuition that they were not to inherit the world they inhabited. There was evidence in the women's essays, though, of a desire for achievements of a kind not traditionally available to females. This tension between submission and a longing for assertion sometimes produced inconsistencies and ambiquities. As a result of their differing experiences and circumstances, men and women appeared to confront different problems in and adopt different attitudes toward their writings. Descriptors: College Freshmen, Comparative Analysis, Conditioning, Content Analysis

Petelle, John L. (1973). Cue Set Stimulation as a Factor in Human Response Generation. The hypotheses that there will be a significant difference (1) in the number of responses generated according to economic issues, (2) in the number of responses generated according to social issues, (3) in the number of responses generated between the category of economic issues and the category of social issues, (4) in cue ranking by response frequency between economic and social issues, (5) in cue ranking of importance by subjects on economic and social issues, and (6) subject ranking of cue importance and frequency of cue importance on economic and social issues were tested in this study. Three social issues (gun control, student busing, and air pollution) and three economic issues (unemployment, government loans to big business, and wage and price control) were chosen. A total of 45 college freshmen responded to the social issues, and 45 freshmen responded to the economic issues. After the subjects responded to all of the issues, their responses were collected and the subjects were given a list of cues and were asked to rate each cue in terms of its importance in generating responses. The results indicated that cues tend to be topic bound and that there is a correlation between perception of cue importance and actual use of cue in generating responses.   [More]  Descriptors: College Students, Cues, Educational Research, Memory

Cable News Network, Atlanta, GA. (1996). CNN Newsroom Classroom Guides. January 1-31, 1996. These classroom guides, designed to accompany the daily CNN (Cable News Network) Newsroom broadcasts for the month of January, provide program rundowns, suggestions for class activities and discussion, student handouts, and a list of related news terms. Topics covered by the guides include: teen obesity, the Yangtze River Dam and its hydroelectric power potential, NATO's possible involvement in rebuilding Bosnia, marketing a business on the World Wide Web, the high-tech staging of "Miss Saigon," and the opening of the first kosher McDonald's (January 2-5); media literacy, gun control in Canada, California's deaf-education program, the federal budget impasse, teenage parenting and abstinence, telecommuting, the death of Francois Mitterand, the blizzard of 1996, the Chechen hostage crisis, the orbit problems of a Chinese satellite, and author Salman Rushdie (January 8-12); possible female candidates in the Palestinian elections, religion in America, the 5-year anniversary of the Gulf War, the death of Barbara Jordan, and aphids and the citrus crop (January 16-19), the new Palestinian government, thermograms and other new identification and security measures, Hillary Clinton's subpoena to appear before a grand jury in the Whitewater investigations, Japan's relationship with other Asian countries, the State of the Union address, Harley-Davidson lookalike motorcycles, the fat substitute Olestra, and the "wingsail" aircraft (January 22-26); the 10-year anniversary of the Challenger disaster, NATO casualties in Bosnia, cessation of French nuclear testing in the Pacific Rim, and the history of the U.S. presidency (January 29-31). Descriptors: Cable Television, Class Activities, Current Events, Discussion (Teaching Technique)

Broderick, John (1981). Adapting-Sociology to the Changing Demands of General Education: The Use of Debate and Critical Analysis. Suggestions are offered to help college-level teachers of sociology develop and implement programs which are consistent with the recent trend toward traditionalism in general higher education–a renewed interest in the traditional disciplines such as history, economics, and language studies. Suggestions center around two teaching methods–critical analysis and debate. These methods are stressed because the author believes that they can be successful in teaching two skills generally considered essential to the modern conception of the ideal core curriculum–communication skills and skills of critical thinking. Specific skills which this re-emergent core curriculum should stress include knowledge of major ideas which characterize civilization at various points, capacity to ask relevant questions about historical and contemporary political and moral issues, aesthetic sensibility, ability and propensity to analyze arguments, competence to communicate orally and in writing, development of an informed self-consciousness, and a desire to continue learning. Ways in which sociology can contribute to both these general and specific aims of liberal education include offering students an opportunity to read and analyze primary sources from divergent intellectual traditions and debate contemporary issues with reference to these primary sources. A course on criminology and deviance, for example, can help students analyze social structures and social institutions, become familiar with a wide variety of primary source material, and debate topics such as gun control and drinking age. The conclusion is that a major way in which teachers of sociology can incorporate traditional concerns such as the history of ideas into the curriculum and still meet student expectations for relevant subject matter is to combine critical analysis of divergent primary sources with student debates on current issues. Descriptors: Critical Thinking, Curriculum Development, Debate, Educational Assessment

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