Bibliography: Peace Education (page 249 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 Maria F. Bruno, Intercom, Thomas Trout, Faye H. Wampler, Maura Juffkins, David Barrs, Diane Shatles, Scientific and Cultural Organization United Nations Educational, A. W. DePorte, and Sam Totten.

Molnar, Alex (1992). Too Many Kids Are Getting Killed, Educational Leadership. For too many children, our society is a fearful wasteland that mocks adult pieties and nurtures nihilism. The threat of violence cannot be dispelled with metal detectors, weapons checks, and secured hallways. Educators must adopt classroom practices that promote and strengthen peaceful relations among students and become more effective advocates for children and their families. Descriptors: Affluent Youth, Child Advocacy, Educational Practices, Elementary Secondary Education

Wampler, Faye H.; Hess, Susan A. (1990). Conflict Mediation for a New Generation: Training Manual for Educators. This manual is designed to assist the school and trainers in preparing students to become peer mediators. The program seeks to find peaceful solutions to problems, and recognizes that conflict is a natural process and that students can solve their own problem and are responsible people. The format puts introductory and program startup materials first. Following are the schedules and activities for elementary, middle, and high school levels. Some activities are used at all three levels. When an exercise is used at more than one level, it has been put in the elementary section. The page number for the exercise is given in subsequent sections. Objectives for this manual include: (1) to serve as a supplement to the conflict mediation workshop, which is largely experimental; (2) to provide educators with training materials to use with students in implementing a peer mediation program; and (3) to serve as a resource for educators who wish to teach students conflict resolution skills within a particular curriculum. Descriptors: Arbitration, Conflict Resolution, Cooperation, Decision Making

Intercom (1971). Roundup. A brief review of the world affairs field and what Americans are thinking, writing, and doing about them. Many items are appropriate for teacher and classroom use. Descriptors: Disarmament, Economic Development, Geographic Regions, International Education

Altfeld, Michael F. (1985). Who, Or What, Is the Real Enemy?, Georgia Social Science Journal. Discussed here are two schools of thought on how best to avoid nuclear war, i.e., that of (1) the Mutual Assured Destroyers who believe that the real enemy is the arms race itself, and (2) the Classical Strategists who believe that the real enemy is the Soviet Union. Descriptors: Disarmament, Elementary Secondary Education, Foreign Policy, International Relations

Goldstein, Steven M.; Mathews, Jay (1985). Sino-American Relations after Normalization: Toward the Second Decade. Foreign Policy Association Headline Series, No. 276. One in a series of booklets whose purpose is to stimulate greater interest in and more effective understanding of world affairs among American citizens, this six-chapter booklet traces the development toward improved relations between China and the United States. The chapters include: "Toward a New Consensus: 1978-1986"; "Strategic Triangle: The Impact of Sino-Soviet Relations"; "The Taiwan Issue"; "Economic Relations"; "China's Reform Process"; and "The Future of the Relationship." The "Talking It Over" section offers questions for students and discussion groups. A suggested reading list for classroom or community use concludes the booklet. Descriptors: Foreign Diplomats, Foreign Policy, International Education, International Relations

Mayton, Daniel M., II; Palmer, B. James (1996). The Measurement of Nonviolence. This paper reviews the assessment measures developed to recognize nonviolent dispositions. Based on computer searches of the Psychological Abstracts (PsychLit) database, the document identifies the best measures for assessing nonviolence such as: (1) The Nonviolence Test developed by Kool and Sen (1984); (2) the Gandhian Personality Scale developed by Hasan and Khan (1983); and (3) the pacifism scales developed by Elliott (1980). Each assessment measure possesses certain limitations and/or is only appropriate for adults. The review concludes with recommendations for the development of new instruments for use with children and adolescents which incorporate the philosophy of Gandhi and current theory of aggressive behavior. (Contains 17 references.)   [More]  Descriptors: Aggression, Altruism, Antisocial Behavior, Attitude Measures

DePorte, A. W. (1984). The Atlantic Alliance at 35. Foreign Policy Association Headline Series, No. 268. One in a series of booklets whose purpose is to stimulate greater and more effective understanding of world affairs among Americans, this six-chapter report examines the North Atlantic Treaty Organization's (NATO) first 35 years and probes the extent to which the alliance can find common ground on the perennial issues of military doctrine, burden-sharing, global strategy, and international economics. "The Balance Sheet" outlines NATO's development. "The Security of the North Atlantic Area" looks at technology and nuclear strategies. "Grand Strategy?" identifies the areas in dealing with the Soviet threat. "The Third World" examines NATO responses outside its scope. "Economic Relations" looks at the severe economic problems of NATO. "The Future" considers the alliance's future.  The "Talking It Over" section offers questions for students and discussion groups. The report includes maps, charts, and suggested readings. Descriptors: Decision Making, European History, Foreign Policy, Instructional Materials

Shatles, Diane (1992). Infusing Peaceful Heroes into the Communication Arts Curriculum. This four-part paper presents aspects of a curriculum developed to counter the violent image of heroes in the media by presenting children with role models of men and women who are peacemakers. The paper's first section presents an overview and rationale of the program, stating that: (1) it is an infusion curriculum (not requiring additional teaching time) for literature-based, whole language reading programs; (2) it is adaptable for any grade level, and is interdisciplinary and multicultural; and (3) its main objectives include having students expand their definitions of peaceful heroes, write about heroes they have encountered, read about peaceful heroes, and write original hero stories in cooperative groups. The paper's second section presents teaching strategies for the curriculum, while the third section presents news articles featuring modern heroes. The fourth section is a 25-item selected bibliography of picture books depicting characters who possess the qualities of peaceful heroes. Samples of student writing and a semantic web are included. Descriptors: Class Activities, Curriculum Development, Elementary Secondary Education, English Curriculum

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Secondary School Kit on the United Nations. This kit for 14-16 year-olds introduces high 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 23 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, High Schools, Instructional Materials

Trout, Thomas (1989). The Educational Challenge of Gorbachev's "Perestroika": What Do We Know? What Can We Teach?, Educational Leadership. Mikhail Gorbachev's "glasnost" seeks to transform a large, multiethnic nation ruled for decades by an aging, entrenched, and stagnant bureaucracy. Educators will be challenged to provide students with accurate, objective information about the Soviet Union and to emphasize U.S.-U.S.S.R. similarities without minimizing differences. Includes a 20-item resource list. Descriptors: Controversial Issues (Course Content), Curriculum Development, Elementary Secondary Education, Foreign Countries

Melanson, Richard A. (1990). A New Foreign Policy Consensus?, Perspectives on Political Science. Discusses the achievements of Reagan's foreign policy. Explores the question: Did Reagan reconstruct a domestic foreign policy consensus? Concludes that no consensus was reached. Analyzes Reagan's political beliefs, including his antinuclear sentiments, and examines relations between Reagan and Congress. Descriptors: Foreign Policy, Higher Education, International Relations, International Studies

Salam, Abdus (1980). From Toledo to Trieste–Renewing Our Commitment, Bulletin of the Atomic Scientists. Briefly reviews past endeavors at achieving international communication among scientists. Describes present accomplishments of the International Centre for Theoretical Physics. Makes appeals for scientific and technological development to the development countries, to the international community, and to representations of the OPEC countries. Descriptors: Foreign Countries, Global Approach, Peace, Physics

United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. (1987). Strategies of Action for Strengthening the Associated Schools Project in the Asia-Pacific Region. Final Report of a Regional Meeting to Formulate Strategies of Action for National Co-ordinators of Unesco Associated Schools Project (Bangkok, Thailand, December 16-22, 1986). Results of a regional meeting to assess the current situation of the Associated Schools Project and to develop strategies of action at the national level are presented in this report. Twelve observers from China and Thailand and 16 representatives from 10 countries participated in the meeting. Participating countries included Australia, Bangladesh, China, India, Indonesia, Japan, Pakistan, Philippines, Republic of Korea, and Thailand. Contents include an overview of the educational situations in the individual countries, and a discussion of problem areas and action strategies. The four problem areas include: (1) selection, distribution, and expansion of associated schools; (2) implementation of an educational program for international understanding; (3) activities beyond the immediate school scope; and (4) maintenance of program vigor. Appendices include meeting agenda, reports, and activities. Descriptors: Community Support, Elementary Secondary Education, Foreign Countries, International Cooperation

Bruno, Maria F. (1992). Madonnas, Whores, and the Persian Gulf War, Feminist Teacher. Discusses reactions and attitudes of students in a women's studies course during the Gulf War. Contends that the imagery of war as a sexual, phallic event was a major topic of class discussion. Presents excerpts from teacher and student conversations. Descriptors: Discussion, Females, Feminism, Foreign Countries

Totten, Sam (1982). Activist Educators, Teachers College Record. This article summarizes educational activities of various sorts undertaken by antinuclear groups across the nation. Activists were interviewed to determine their motivations, aims, and hopes, and the work of scientific and medical activist groups, the nuclear freeze movement, religious groups, and educational organizations is noted.   [More]  Descriptors: Activism, Disarmament, Educational Strategies, Nonschool Educational Programs

Bibliography: Peace Education (page 248 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 Maura Juffkins, Nel Noddings, Beth Dotson, Washington Peace Corps, Kenneth M. French, Kristen J. Amundson, Richard E. Brush, Cynthia Fahy, Roxanne Rhoades, and Seymour Melman.

Noddings, Nel (1991). The Gender Issue, Educational Leadership. Using male experience as the policy standard is becoming increasingly problematical. Instead of pointing to women's mathematics deficiencies, we might ask why men lag behind women in elementary school teaching, nursing, and full-time parenting. Given current conditions of poverty, crime, and child neglect, our society may be ready to raise its evaluation of "women's work." Descriptors: Citizenship Education, Elementary Secondary Education, Females, Mathematics

Brush, Richard E. (1982). Wells Construction. Hand Dug and Hand Drilled. Appropriate Technologies for Development. Manual M-9. This manual is intended for use by development workers involved in the construction of wells to supply water to a local population for personal consumption. Discussed first are the basic points to consider when planning a well. Various aspects of constructing hand-dug wells are explained, including well design, supplies, the lowering and raising of workers and equipment, digging, lining techniques, construction of the middle section of a well, and construction of the bottom of a well. Addressed in the chapter on drilled wells are drilling and casing techniques; the hand rotary, hand percussion, sludger, and driven and jetted methods of well construction; and the bottom section of a drilled well. Appendixes to the manual include conversion factors and tables as well as discussions of the use of vegetation as an index of ground water, the uses of dynamite in hand-dug wells, cement, leveling and plumbing a mold, pipe, pumps, water treatment in wells, and rope strength.   [More]  Descriptors: Construction Materials, Construction (Process), Developing Nations, Extension Education

Webb, Farren; Thomas, Cynthia; Bohan, Bridget; O'Hotto, Twila (1995). Conflict Activity Cards. Grades K-5. These activity cards represent a way for teachers to supplement the content of the curriculum with activities that address the concept of conflict. Students become aware of conflicts in their lives and discover individual methods for coping with those conflicts. The cards contain action-oriented activities to enable students to learn through active participation and first-hand experience. Each card presents a conflict concept based on identified objectives of the unit and then provides opportunities for application of the concept to other real life or personal situations. The cards are loosely arranged in ascending order according to the objectives and can be adapted to fit different age groups and students. Objectives include: (1) recognize and identify various kinds of conflict; (2) discover the presence of conflict in every day life; (3) recognize the presence of power, emotion, and violence in conflicts; (4) identify and understand all sides of a conflict; (5) accept responsibility for one's actions in conflict situations; (6) practice negotiation skills; and (7) generate alternative ways of resolving or coping with conflict. Descriptors: Conflict, Conflict Resolution, Decision Making, Elementary Education

French, Kenneth M. (1981). Practical Poultry Raising. Appropriate Technologies for Development. Manual M-11. This manual is designed to provide development workers with the information and tools needed to begin or to improve poultry production. Covered in the individual chapters are the following topics: the nature and scope of poultry production, assessment of local poultry selections, basic information about chickens, country chickens, poultry husbandry, housing and equipment, maintenance of chicken health, feed and nutrition, poultry marketing and finances, and poultry extension. Appendixes to the manual include an examination of housing designs, discussions of poultry other than chickens, farmer-specific assessment criteria, a feed formulation chart, feed requirements, and a bibliography. A glossary concludes the manual.   [More]  Descriptors: Agribusiness, Agricultural Education, Agricultural Production, Agricultural Skills

Lockwood, Anne Turnbaugh (1993). Preventing Violence in Our Schools, Research and the Classroom. The incidence of school violence has increased in recent years. In response to the escalation, Deborah Prothrow-Stith developed a violence prevention curriculum to be taught in high schools; it has also been used in middle schools. The first section of this journal issue's report, "Confronting an Epidemic" offers details of Prothrow-Stith's program, the goal of which is to teach students anger management and good conflict-resolution skills. The program is 10 sessions in length, each session designed to last 1 class period. The sessions involve discussions on violence in America compared to other countries and how friend and family violence are a major part of the problem. The issue of fighting receives special attention and is the climax of the curriculum. The evidence of success of the curriculum lies in the anecdotal stories from teachers and principals who report fewer fighting incidents in the schools. The second article in this report, "A Little Window of Hope" describes a program implemented in a Boston high school by Anne Bishop with the assistance of Prothrow-Stith. Teaching peaceful conflict resolution is viewed as only one aspect of a peaceful society; all levels of society must be permeated. Students are shown homicide statistics and asked to share their points of view on fighting and violence in society. Rather than a pencil-and-worksheet approach to violence students are divided into groups and participate in role-playing activities. They identify the crucial points where a conflict can either lead to violence or be settled peacefully. The curriculum is designed to be taught by different methods and schools may make adjustments according to grade level and preferences of the administration. Descriptors: Conflict Resolution, Curriculum Development, Delinquency Prevention, Interpersonal Communication

Fahy, Cynthia; And Others (1982). Preserving Food by Drying. A Math/Science Teaching Manual. Appropriate Technologies for Development. Manual No. M-10. This manual presents a design for teaching science principles and mathematics concepts through a sequence of activities concentrating on weather, solar food dryers, and nutrition. Part I focuses on the effect of solar energy on air and water, examining the concepts of evaporation, condensation, radiation, conduction, and convection. These concepts are applied to food drying in part II where students experiment to build the most effective solar food dryer for their locality. Emphasis is placed on using locally available materials and making the hardware needed. In part III, students use their food dryer in experiments demonstrating the effect of drying food and the importance of using proper drying methods. They also create balanced diets from the food they have dried and compile information about food drying for people in their community. Each part begins with an introduction and diagram outlining the major concepts covered and is followed by clusters of activities; background information is provided before each related group of activities. Each activity contains a brief introduction, list of materials needed, procedures, instructional strategies, possible discussion topics, and suggestions for further study. Although designed as a full-year course of study, individual activities may be selected to enhance a standard curriculum.   [More]  Descriptors: Dietetics, Food, Mathematics Education, Mathematics Instruction

Wilkins, Joseph P.; And Others (1966). French for West Africa. A Basic Course for Vocational Educational Training. This textbook is designed to teach the French used in West African nations. Thus, pronunciation and topics reflect standard usage in those countries. Chapters generally consist of several dialogues, grammar and cultural notes, and numerous pattern drills and other exercises. English translations for the dialogues are provided in the back of the volume.   [More]  Descriptors: Adult Education, Adult Programs, Cultural Education, Dialogs (Language)

Culver, David M. (1993). World War II at Fifty: A Review Article, New England Journal of History. Discusses the impact of World War II on world history and the conflicting views of historians. Reviews six recent books on World War II. Concludes, although these books do not constitute a reinterpretation of the war, they do represent major contributions to the literature. Descriptors: Elementary Secondary Education, European History, Geography, Higher Education

Peace Corps, Washington, DC. Information Collection and Exchange Div. (1981). Resources for Development. Appropriate Technologies for Development. Manual M-3A. This manual is designed to provide communities and development workers in the developing world with information about some organizations that provide resources for use in rural developmental efforts. Discussed in the introductory section of the guide are the role of the development worker in Third World nations, types of resources, procedures for designing a project, guidelines for choosing appropriate resources, and basic steps in obtaining resources. The next chapter is an index chart consisting of an alphabetical list of organizations that includes information on the organization's region or country of operation, available resources, and field of activity. The next section is an alphabetical listing of organizations according to the country in which their main office is located. When available, each entry in this section contains information concerning the address, basic functions, selected activities, resources, and significant publications of each organization. Concluding the guide are a selected annotated bibliography on appropriate technology and an annotated list of useful periodicals for development workers.   [More]  Descriptors: Abstracts, Annotated Bibliographies, Community Education, Community Resources

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Primary School Kit on the United Nations. This kit for 7-ll year-olds introduces elementary 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 18 units in this kit with teaching points tied to the context of the UN. The units are intended to be interdisciplinary. Descriptors: Elementary Education, Foreign Countries, Global Education, Instructional Materials

Dotson, Beth (1996). A Gig for Social Justice, Momentum. Describes the summer program at St. Agnes School, in Kentucky, which puts on musicals about social issues. Focuses on the theme of this summer's musical, which is the futility and danger of violence. Discusses the awareness that the summer program musical has brought to the children. Descriptors: Art Education, Catholic Schools, Drama, Dramatics

Melman, Seymour (1982). Teaching about Reversing the Arms Race, Teachers College Record. The scarcity of college courses dealing with disarmament is noted, and educators are urged to address the question of arms limitation. Military and economic factors which limit the ability of the United States to continue the arms race are listed, and plans for reversing the arms race are discussed. Descriptors: Controversial Issues (Course Content), Disarmament, Economic Factors, Educational Needs

Rhoades, Roxanne (1995). Destination: Paraguay. Study Guide. This guide offers a closer look at Paraguay as a landlocked republic in the heart of South America. The activities emphasize the interaction between the people and their land and pertain to three academic levels. Activities for grades 3-5 include: (1) "Packing for Paraguay"; (2) "Where in the World Are We Going and How in the World Will We Get There?"; (3) "Now Boarding for Departure"; (4) "Getting There is Half the Fun"; (5) "Sights Along the Way: A Field Guide to Wildlife in Paraguay"; (6) "A Day in the Life"; and (7) "Aleluya!" Activities for grades 6-9 include: (1) "Destination: Paraguay"; (2) "Testing the Waters"; (3) "Paraguay's Blending of Cultures"; (4) "Agriculture in Paraguay"; (5) "School Life in Paraguay"; and (6) "Source of Power." Activities for grades 10-12 include: (1) "Land of the Rivers"; (2) "Viewing the Video"; (3) "Nueva Minneapolis?"; (4) "Deforestation in Paraguay"; (5) "Compulsory Democracy?"; and (6) "Tales of the Chaco." The six basic themes of geography serve as the essential organizing structure of the units. Each activity is coded by number to the geography standards to which it best relates and is presented in five sections: (1) focus; (2) resources; (3) background; (4) activities; and (5) extension. Activities can be adapted for the needs and interests of different students.   [More]  Descriptors: Area Studies, Cross Cultural Studies, Elementary Secondary Education, Environmental Education

Amundson, Kristen J. (1996). Destination: Kyrgyzstan. Study Guide. This guide offers a closer look at the newly-independent nation of Kyrgyzstan. The teaching materials focus on the history and culture of the nation, emphasize the influence of physical geography on culture, and explore the diversity found in this small country. Each lesson includes the geography standards linked to the activity, objectives, materials needed, background materials, procedure, extension activities and activity sheets. The activities are divided by grade level. Activities for grades 3-5 include: (1) "Where in the World is Kyrgyzstan?"; (2) "What's It Like to Live in Kyrgyzstan?"; (3) "Hats Here and There"; (4) "Who's a Nomad?"; and (5) "What's in a Name?" Activities for grades 6-9 focus on: (1) "Kyrgyzstan Identified"; (2) "Kyrgyzstan Up Close"; (3) "Understanding Characteristics of Kyrgyz Population"; (4) "Islam in Kyrgyzstan"; and (5) "Hospitality Traditions in Kyrgyzstan." Activities for grades 10-12 include: (1) "Kyrgyzstan's Transition from a Centrally-Planned Economy to a Market-Driven Economy"; (2) "The Manas Poem"; (3) "A History of Kyrgyzstan"; and (4) "Destination Kyrgyzstan." Maps and a 52-item resource list are also included in the booklet. A video tape accompanies the lessons.   [More]  Descriptors: Area Studies, Cross Cultural Studies, Cultural Awareness, Elementary Secondary Education

Leonard, Thomas M. (1997). NATO Expansion: Romania and Bulgaria within the Larger Context. Fulbright-Hays Summer Seminars Abroad, 1997. (Romania and Bulgaria). This paper analyzes the issues regarding current expansion of NATO membership to include Romania and Bulgaria. The perspective given is that of the United States and places the Romanian and Bulgarian cases within the context of those issues. Sections of the paper include: (1) "The Road to Madrid: Expansion of NATO"; (2) "No Easy Answers: The Impending Debate Over NATO Expansion"; (3) "Rejected Suitors: Romania and Bulgaria"; and (4) "Conclusion."   [More]  Descriptors: Area Studies, Conflict, Developing Nations, Foreign Countries

Bibliography: Peace Education (page 247 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 David M. Berman, John F. Sears, Paul Leventhal, Chloe Giampaolo, Patricia Mische, Joanne Dufour, Atsushi Iino, Howard N. Meyer, Joan Bokaer, and Edward C. Luck.

Nelson, Jack L. (1990). Nuclear Proliferation as a Global Values Issue, Social Education. Presents a classroom activity designed to involve students in critical thinking and values inquiry concerning the horizontal nuclear proliferation. Provides a set of global values, explaining the conflict between them and nuclear proliferation. Uses indicators, hypothesis development, and testing. Provides sources for material evidence to use in reports and discussions. Descriptors: Controversial Issues (Course Content), Current Events, Ethical Instruction, Global Approach

Mische, Patricia; And Others (1979). Earthscape: Transitions toward World Order. The Whole Earth Papers, No. 12. The five articles in this booklet focus on positive social, political, and economic responses to world problems. The first article, "Earthscape: Transitions Toward World Order," by Patricia Mische, outlines major biological, historical, and cultural transformations which the world has undergone since the beginnings of recorded history and identifies recognition of interdependence among nations as the foundation for a new world order. The second article, "The Ecological Age," by Thomas Berry, examines how developing and developed nations are coming to terms with the need for environmental protection. The third article, "The Evolving Upward Path: Reflections on the United Nations," by Robert Muller, discusses involvement of the United Nations in global issues such as the arms race, arms sales, poverty, economic and social disadvantagement, human rights, and international cooperation. The fourth article. "Building the Intrastructure of World Order," by Patricia Mische, surveys global level policy development since World War II by organizations such as the United Nations. The final article, "Forty-eight Global Level Issue Areas," by Robert H. Manley, summarizes international policy development from 1945-1977 in 48 issue areas, including outer space, energy, monetary policy, mass media, peaceful settlement of disputes, territorial integrity, health, housing, refugees, and social security. Descriptors: Developed Nations, Developing Nations, Ecology, Futures (of Society)

Leventhal, Paul (1990). The Nuclear Power and Nuclear Weapons Connection, Social Education. Explains problems enforcing the Nuclear Non-Proliferation Treaty (NPT) of 1968. Provides factual charts and details concerning the production of nuclear energy and arms, the processing and disposal of waste products, and outlines the nuclear fuel cycle. Discusses safeguards, the risk of nuclear terrorism, and ways to deal with these problems. Descriptors: Controversial Issues (Course Content), Current Events, Global Approach, Instructional Materials

Berman, David M. (1991). Incountry, Social Education. Describes a trip to Vietnam and conversations with Vietnamese educators and veterans. Discusses the Vietnamese view of the war, the United States, and their own country. Urges the restructuring of U.S. social studies to emphasize positive learning about the Vietnamese from their own perspective. Descriptors: Curriculum Development, Ethnocentrism, Foreign Countries, Higher Education

Zola, John (1990). Teaching Activities on Horizontal Nuclear Proliferation, Social Education. Provides learning activities concerning the horizontal proliferation of nuclear weapons. Includes step-by-step directions for four activities: (1) the life cycle of nuclear weapons; (2) nuclear nonproliferation: pros and cons; (3) the nuclear power/nuclear weapons connection; and (4) managing nuclear proliferation. Descriptors: Class Activities, Controversial Issues (Course Content), Current Events, Global Approach

Dufour, Joanne (1994). Peacekeepers: Accounts from the Front, Social Education. Presents two interviews with soldiers assigned to United Nations peacekeeping efforts. Outlines nine steps in any UN peacekeeping operation. Includes 13 quotes gathered from soldiers and UN officials involved in peacekeeping in Europe, Africa, and the Middle East. Descriptors: Armed Forces, Conflict Resolution, Elementary Secondary Education, Foreign Countries

Iino, Atsushi (1994). Teaching about the United Nations through the Hunger Issue in an English as a Foreign Language Class, Social Education. Reports on the views of 73 secondary school Japanese students toward the United Nations. Finds that most tend to think of the UN as relevant to conflicts. Describes how the hunger issue was used in an English-as-a-Second-Language class to teach about the United Nations. Descriptors: Conflict Resolution, Course Content, Course Descriptions, Curriculum Development

Bokaer, Joan (1985). Teaching about Nuclear Weapons, History and Social Science Teacher. Concrete examples of K-12 classroom techniques that work well in a discussion of the arms race are presented. Also discussed are teachers' feelings as they discuss nuclear weapons. Descriptors: Art Education, Class Activities, Conflict Resolution, Creative Writing

Dufour, Joanne; Sears, John F. (1994). Introduction: Dream of a World United, Social Education. Introduces a special theme issue on the 50th anniversary of the founding of the United Nations. Asserts that the anniversary comes at a time when increasing demands are being made upon the UN to play a leading role in world affairs. Calls for teachers to incorporate the United Nations into courses throughout the curriculum. Descriptors: Citizenship Education, Course Content, Curriculum Development, Elementary Secondary Education

Intercom (1970). Roundup. A brief review of the important resources, recent developments, and organizational activity in the field of world affairs, including arms control and disarmament; international organization and world order; aid, trade, and development; ethics and war. Many items mentioned are appropriate for use in the classroom. Descriptors: Disarmament, Higher Education, International Relations, Peace

Spector, Leonard S. (1990). The New Nuclear Nations, Social Education. Explores the issue of nuclear proliferation, noting that the countries with nuclear capability now include Israel, South Africa, India, and Pakistan. Describes the role and problems of the United States in halting nuclearization. Supplies charts, maps, and information concerning the state of nuclear capability in each country. Descriptors: Controversial Issues (Course Content), Current Events, Environmental Education, Foreign Countries

Luck, Edward C.; Birnback, Nick (1994). For the Common Good: The U.S. Role in the United Nations, Social Education. Maintains that, over the past 50 years, the United States has had an unusually close and tumultuous relationship with the United Nations. Provides an historical review of world events since the beginning of the United Nations and describes the U.S. role in the organization. Descriptors: Citizenship Education, Elementary Secondary Education, Foreign Countries, Foreign Policy

Davis, James; And Others (1995). The Crisis in Bosnia, Social Education. Presents historical background material on the ethnic struggles in the former Yugoslavia, particularly Bosnia-Herzegovina. Offers teaching suggestions including a paired writing activity and follow-up discussion questions. Includes a chronological table of events from the 6th century A.D. to 1994. Descriptors: Cultural Differences, Culture Conflict, Educational Strategies, Elementary Secondary Education

Giampaolo, Chloe (1996). Journey to South Africa: A Cultural Experience, Grade 7. Performance-Based Instructional Task. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This interdisciplinary two-week unit simulates a trip to South Africa as part of a U.S. delegation sent to observe what is happening politically, economically, and culturally in the post-apartheid transition. Students explore and experience a number of real-life events and situations which might be encountered on an actual trip. The tasks incorporate the disciplines of social studies, reading, English, mathematics, science, and health.   [More]  Descriptors: African Studies, Apartheid, Black Studies, Foreign Countries

Meyer, Howard N. (1994). A Global Look at Law and Order: The "World Court" at the UN's Fiftieth, Social Education. Maintains that, although the United Nations and its New York headquarters is well-known, the location and activities of the World Court in the Hague, Netherlands, are seldom mentioned in the news. Discusses the origins, structure, and composition of the International Court of Justice, better known as the World Court. Descriptors: Citizenship Education, Conflict Resolution, Elementary Secondary Education, Foreign Countries

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

Bibliography: Peace Education (page 245 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 Robert Theobald, Salah Mahajna, Sam Totten, Joan Baer, Joseph T. Moore, Yael Harel, Ann Lacey, Philip F. Lawler, Arthur H. Westing, and Joan Bokaer.

Totten, Sam (1985). Introduction to This Special Issue of Georgia Social Science Journal on the Nuclear Arms Race, Georgia Social Science Journal. Of the many serious problems now facing the world, the most important is threat of nuclear destruction. Social studies educators should provide ample classroom time for discussing and examining the facts concerning nuclear warfare, and they must make sure that various points of view are presented. Descriptors: Educational Needs, Elementary Secondary Education, Nuclear Warfare, Nuclear Weapons

Markov, Moisey A. (1975). Science and the Responsibility of Scientists, Impact of Science on Society. Discusses the responsibility of scientists to warn mankind about the dangers of the unknown factors of scientific development and the application of science to technical progress. Scientific responsibility for helping reduce politico-military tensions is also put forth. Descriptors: Ethics, Moral Issues, Peace, Responsibility

Moore, Joseph T. (1972). Is War Necessary?, Social Science Record. Prevention of war is recommended as an integral part of public school social studies curricula in spite of objections from educators that it may diminish patriotism and further dissent, or other equally irrational responses. Descriptors: Curriculum Development, Humanism, Nationalism, Peace

Bokaer, Joan (1985). Addressing Nuclear Anxiety in Adolescents: Overcoming Hopelessness, History and Social Science Teacher. This exercise will help secondary students work through their fears about nuclear war. It consists of a brief introduction by the teacher, questions that the teacher asks the students, students sharing with partners after each question, and students sharing with the whole group following the partner-sharing. Descriptors: Class Activities, Discussion (Teaching Technique), Nuclear Warfare, Peace

Westing, Arthur H. (1974). Proscription of Ecocide, Bulletin of the Atomic Scientists. Discusses the devastating ecological impact of warfare and the traditional approaches to arms control. Indicates that international acceptance of an approach to preventing military ecocide is only possible by arousing world opinion to recognize the abhorrence of any ecological destruction. Descriptors: Disarmament, Ecological Factors, Environmental Education, International Law

Byrne, Patick H. (1981). Paradigms of Justice and Love. This paper examines the philosophy behind the Pulse Program of Boston College and its attempt at integrating theory and practice and transforming student's paradigms of justice and love. The basic idea of the program, begun in the fall of 1969, is that students receive academic credit for participation in off-campus field projects which have a social action/social service orientation in coordination with a specially designed course. Examples of projects include tutoring and recreation programs for disadvantaged children, a therapeutic program for emotionally disturbed adolescents, drug rehabilitation projects, public interest research and lobbying, hot lines, visitation and other services to elderly people, and hospitality programs for homeless men and women. The developers of the program believe that there is an intrinsic connection between theory and practice, and that our intellectural and religious traditions can inform and transform practice in profound ways. In the first major section of the paper the author explains what he means by the term "paradigm" and how it relates to the community identity of natual scientists. Paradigms consist of an interrelated set of shared beliefs, values, and instrumentations. The second section examines prevailing paradigms of justice and love which influence students, and the sorts of communities with which they identify. The last section reflects on some of the limitations of those paradigms and considers the problems associated with effecting a conversion to an Unlimited Paradigm. Descriptors: Experiential Learning, Field Experience Programs, Higher Education, Justice

Mahajna, Salah; Harel, Yael (1992). The Co-Existence Daisy, English Teachers' Journal (Israel). Activities that promote Arab-Jew coexistence at the English Department and Arab College at Beth Berl College are recounted. The authors' projects, each regarded as a petal in a "Coexistence Daisy," include those related to art encounters, interprofessional relationships, and inservice training. Descriptors: Arabs, Cultural Interrelationships, English (Second Language), Foreign Countries

Theobald, Robert (1972). Futures Conditional. The readings presented here are designed to help the reader perceive the future more vividly. Part one of the book suggests the various ways in which the future can be seen; it includes science fiction and the views of various analysts as to what the future holds. Part two collects printed materials about the future from various sources, including cartoons, advertisements, photographs, and poems. The third part sets out a number of ways in which the reader can participate in imagining the future: the final section contains "some basic tools for future imagining"–an article by Abraham Maslow, a bibliography of "futurology" books, a directory of organizations that do research about the future. Descriptors: Demography, Education, Futures (of Society), Peace

Intercom (1971). Roundup. This consists of several topical selections: World Affairs. General; Arms Control and Disarmament; International Organizations; Regional Problems and how they relate to World Stability; Air, Trade and Development; and Ethics and War. Each section covers organizational activity and resources. Descriptors: Disarmament, International Education, International Organizations, International Relations

Fine, Esther Sokolov (1997). Learning the Language of Peacemaking: Researching the Early Moments, Canadian Children. Notes the "Children as Peacemakers" study, a video ethnography of peacemaking efforts in an elementary school. Includes excerpts from interviews and discussions with a grade 2 child, her mother, and her teacher concerning their experiences with "Peacemakers" approach. Notes that the "Peacemakers" approach offers expectation of change and a sense of possibility for practitioners. Descriptors: Conflict Resolution, Elementary School Students, Ethnography, Intervention

Fine, Esther Sokolov (1994). Peacemaking as a Tool for Change, Primary Voices K-6. Describes the Peacemaking program at the Downtown Alternative School, an elementary school in Toronto, Canada. Provides a context of understandings about theory and classroom practices involving struggles with conflict and differences. Descriptors: Conflict Resolution, Elementary Education, Elementary School Students, Peace

Baer, Joan (1994). The Web We Weave: Creating the Fabric of Peacemaking, Primary Voices K-6. Describes the beginning and development of the Peacemaking program in a multiage classroom combining grades one through three. Portrays interactions of teachers and students as they apply the Peacemaking program. Descriptors: Conflict Resolution, Elementary School Students, Peace, Primary Education

Adragna, Steven P. (1985). Ballistic Missile Defense: National Security and the High Frontier of Space, Georgia Social Science Journal. Ballistic missile defense is discussed, and the rationale behind the proposal to place defensive weapons in space is examined. Strategic defense is a national security, political, and moral imperative. Descriptors: Elementary Secondary Education, National Security, Nuclear Warfare, Peace

Lacey, Ann (1994). Children Evolving into Peacemakers, Primary Voices K-6. Portrays the interactions of teachers and students as they explore peacemaking in the elementary grades. Includes children's responses to the Peacemaking program, a note on I-messages, and a discussion on how to begin peacemaking. Descriptors: Conflict Resolution, Elementary Education, Elementary School Students, Peace

Lawler, Philip F. (1986). How Bishops Decide: An American Catholic Case Study. Ethics and Public Policy Essay 63. The purpose of this study is to show how American Catholic bishops go about preparing a pastoral letter on a public issue. The actual preparation of a pastoral letter includes a number of complicated issues. The first two chapters provide background on the bishops' current letter. "Catholic Social Teaching and the U.S. Economy," tracing the recent history of Catholic social teaching, and the progress of the committee charged with drafting the letter. Chapter 3 assesses the breadth of the committee's consultation and its response to criticism of the draft. Chapter 4 surveys the political outlook of the committee members and their chief advisors. Chapter 5, the final chapter, treats a subject that is now hotly debated among Catholic theologians: the teaching authority of a bishop's conference. Descriptors: Catholics, Clergy, Economic Research, Higher Education

Bibliography: Peace Education (page 244 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 Daniel J. Dieterich, Shuichi Nakayama, Minnesota Police and Peace Officers Association., Richard A. Woolcott, Nellie Arnold, Charles Wynn, Donald G. Hays, Richard Fogg, Nancy Flowers, and Wynell Schamel.

Harrington, John (1972). The Problem of Sweeping Objectives: The Case of International Relations, Social Studies. Descriptors: Citizenship, Educational Objectives, Elementary Education, International Education

Szymanski Sunal, Cynthia; Sunal, Dennis W. (1999). Nuclear Reactions: Studying Peaceful Applications in the Middle and Secondary School, Social Studies. Asserts that students must learn about nuclear fission and fusion in the social studies curriculum to help them develop a foundation for considering the social issues associated with the everyday use of nuclear reactions. Gives background on the two types of reactions and provides three lessons for middle and secondary classrooms. Descriptors: Middle Schools, Nuclear Technology, Peace, Science and Society

West, Jean M.; Schamel, Wynell (1997). Robert E. Lee's Resignation from the U.S. Army. Teaching with Documents, Social Education. Outlines a series of teaching activities to be used in conjunction with Robert E. Lee's letter of resignation. These include textual analysis, class discussions, writing assignments, and student research. Includes a photocopy of the letter as well as a brief discussion of Lee's role in the Civil War. Descriptors: Civil War (United States), Conflict Resolution, Decision Making, Disarmament

Mische, Patricia; And Others (1980). Securing the Human: The Journey Toward World Law and Justice. The Whole Earth Papers, No. 14. The document contains a variety of papers that examine the linkages between local concerns and global concerns and explore alternative world futures. An introductory article, "Securing the Human," discusses how the world community needs to develop adequate means to deal with crimes against humans. These means include sound analysis, spiritual awareness, moral sanctions, early-warning systems, and strengthened legal and juridical systems. In another article entitled "The Human Image" the author points out that fundamentally important as justice may be, it is secondary to an absolute respect for the human person as an inviolate mystery. Further, a society is anti-human if it denies to a single human being the basic means to bare subsistence, plus the freedom which enables her or him to attain both the completion and goal of her or his life cycle. In the paper "Latin America and the National Security State," the author describes one form the National Security State can take. It is a very dangerous and oppressive form and it is not unique to Latin American countries. Some African and Asian countries are also experiencing it in their own variations. Another author, in "A Genocide Early Warning System," discusses how he tried to understand how human beings could have committed the terrible acts of the Holocaust. The developing field of serious scholarly study called world criminology is examined in "A World Order Approach to Criminology." The last two papers in the monograph discuss the topics of "The Coming of International Law and Order" and "UN Reform: The Task Ahead." Descriptors: Futures (of Society), Global Approach, Human Dignity, Humanization

Cogan, John J.; Nakayama, Shuichi (1985). The Role of Geography in Developing International Understanding, Social Education. Geography can contribute to an informed world view and thus to a favorable international climate for the peaceful settlement of disputes and for productive measures to ameliorate many world problems. What the focus of geography instruction in the development of international understanding should be is discussed. Descriptors: Comparative Education, Educational Needs, Educational Objectives, Educational Practices

Woolcott, Richard A. (1984). Australia and the World, Social Education. A robust and distinctive society of over 15 million people, Australia today is a nation of increasing influence in the international community. Phases in the evolution of Australia's attitude to the outside world are examined and how the country views its international role is discussed. Descriptors: Area Studies, Disarmament, Elementary Secondary Education, Foreign Policy

Hays, Donald G. (1998). In My Small Village. This paper discusses the ideas of how to unite global villages to help create a better world. Argues that it takes just two people to begin a conversation between countries. It proposes that e-mail conversations can take place between children in classrooms in two different countries. Another benefit, besides breaking down the cultural barriers for these school children, would be to have those in developing countries correspond with those in more advanced countries in an attempt to travel the distance between the "have" and the "have-not" children of the world.   [More]  Descriptors: Computer Mediated Communication, Electronic Mail, Elementary School Students, Foreign Countries

Fogg, Richard (1974). Some Effects of Teaching Adolescents: Some Creative, Peaceful Conflict Resolution Strategies, Theory and Research in Social Education. Twenty-seven approaches to conflict resolution, representing the creativity of behavioral scientists, are included to indicate the inexhaustible number of means for dealing with conflict without using violence. Descriptors: Conflict Resolution, Educational Strategies, Mental Rigidity, Peace

Minnesota Police and Peace Officers Association. (1995). What Are Drugs?. This guide for parents presents, in Laotian and English, information about drugs, drug use and abuse, and treatment for drug use. Most of the information is presented in question and answer form to give parents the information they need to answer their children's questions and help prevent drug use. The following sections are included: (1) "Questions about … Drugs"; (2) "Questions about … Alcohol"; (3) "Alcoholism Hurts Self-Family-Friends-Community"; (4) "Key 1: Provide Love and Structure: The Love and Consistent Structure that Parents Offer Is the First Line of Defense against Alcohol and Other Drug Abuse"; (5) "Questions about … Marijuana"; and (6) "Questions about Opiates." Descriptors: Asian Americans, Drinking, Drug Abuse, Drug Education

Flowers, Nancy (1998). The Universal Declaration of Human Rights: 50 Years Old but Still Coming of Age, Update on Law-Related Education. Highlights the events of the past 50 years concerning the Universal Declaration of Human Rights that is the first document in human history to codify rights that apply to every person regardless of citizenship in a particular country. Explains why the United States does not comprehend the value of the declaration. Descriptors: Civil Law, Civil Liberties, Civil Rights, Foreign Countries

Ankrim, Ernest M. (1990). International Economics: A Path to Understanding the World, Social Education. Explains that economics is the science of choice based on the limited resources of the world, and that teaching about how the world's people make those choices creates better global understanding. Advocates teaching economics with an international perspective because most national economies are no longer self-contained but internationally integrated. Includes three lesson plans. Descriptors: Economic Change, Economics Education, Global Approach, Instructional Materials

Arnold, Nellie (1976). Leisure: Revolutionary Creator of a Planetary Society, Journal of Physical Education and Recreation. The twentieth century, presently recognized as the years of the industrial revolution, may be remembered as the evolutionary age of leisure, when humanity realized its greatest dream: the creation of a world community. Descriptors: Attitude Change, Community Change, Culture Contact, Global Approach

United States Catholic Conference, Washington, DC. (1994). Confronting A Culture of Violence: A Catholic Framework for Action. This booklet presents the statement of the United States Catholic Conference on the topic of violence in society and how as a nation and as individuals people must work to ensure a more peaceful world. The booklet addresses the need for a moral revolution and a renewed ethic of justice, responsibility, and community. Several examples of renewal are described in dioceses, parishes, and schools across the country. Sections include: (1) "Introduction"; (2) "A Culture of Violence"; (3) "Catholic Tradition, Presence, and Potential"; (4) "A Framework for Action"; (5) "We Can Be More Than We Are"; and (6) "Conclusion." Suggestions for action are given for the parish, the individual, educators, the family, public policy, the community, youth ministry, communications, and the global solidarity, peacemaking movement. Descriptors: Antisocial Behavior, Catholics, Conflict Resolution, Elementary Secondary Education

Dieterich, Daniel J. (1973). World Literature for World Understanding, Elementary English. Descriptors: Annotated Bibliographies, Books, Childrens Literature, Cultural Awareness

Wynn, Charles (1999). Mexico and the Zapatista Revolt: Examining the Resolution Dialogue, Southern Social Studies Journal. Presents an activity where students examine the perspectives of the indigenous poor of Mexico as well as of the Mexican government in a time of political change. Explains that the students read the background information in the accompanying handouts in order to simulate the negotiations between the government and Zapatista National Liberation Army. Descriptors: Conflict Resolution, Economic Factors, Foreign Countries, Government Role

Bibliography: Peace Education (page 243 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 Peter Briggs, Connie Phillips, Carol Miller Lieber, Maurice Gibbons, Maureen Newman, Bettina Hansel, Teresa Murtagh, Jean O'Sullivan, Delia Goetz, and Harlan Cleveland.

Longino, Charles F. (1973). Draft Lottery Numbers and Student Opposition to War, Sociology of Education. In a panel study of draft eligible male undergraduates, the impact of the first draft lottery upon student political attitudes is examined to test if students drawing low numbers would have increased opposition to war. Evidence was found to be weak.   [More]  Descriptors: Attitude Change, Beliefs, Dissent, Higher Education

Nattiv, Amalya; And Others (1989). Conflict Resolution and Interpersonal Skill Building through the Use of Cooperative Learning, Journal of Humanistic Education and Development. Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. Descriptors: Classroom Techniques, Conflict Resolution, Cooperative Learning, Elementary Secondary Education

Peterson, Dennis M.; Briggs, Peter; Dreasher, Luiza; Horner, David D.; Nelson, Trevor (1999). Contributions of International Students and Programs to Campus Diversity, New Directions for Student Services. The authors describe the contributions of international students in helping create a diverse and multicultural campus. They argue that these students are one of the most important resources for internationalizing college and university campuses as well as the profession of student affairs. Intercultural learning could be a beacon, illuminating a world of cultural differences and a common global humanity, building blocks for a just and peaceful world. Descriptors: Cultural Pluralism, Diversity (Student), Educational Environment, Global Approach

Booth, Elizabeth Mills (2000). Promoting Powerful People: A Process for Change. Revised. This training manual outlines a process for change that trainers in nutrition, community development, and other sectors can use to teach volunteers to help people in developing areas help themselves. Four series of training sessions are organized around the following four steps for effecting change: (1) listen and observe (learn what local community members do in their daily lives and identify their needs); (2) discuss and decide (use the information gathered in step 1 to select a target group and determine what the group members wish to change and what actions they will take to work toward those changes); (3) try something (develop and use various communication channels to try locally developed activities that promote and support the actions required to effect change); and (4) assess the results of the community's work by returning to step 1. Section 1 details the proposed change process and explains how to use the manual. Sections 2-5 are each devoted to one of the four steps. Together, Sections 2-5 present plans for 30 training sessions. Each session plan includes an overview, objectives, a list of materials, vocabulary words, specific guidelines for conducting the session learning activities, and trainer's notes. Group dynamics exercises are appended. (Contains 14 references.) Descriptors: Adult Education, Adult Learning, Change Agents, Change Strategies

Judson, Stephanie, Comp. (1977). A Manual on Nonviolence and Children. This manual on teaching children non-violent attitudes and the skills for non-violent conflict resolution suggests teaching activities and methods, describes classrooms in which these methods have been employed, and explains the underlying theory of conflict resolution. The first part of the manual, an outgrowth of the Friends' Nonviolence and Children Program, presents the theory (based on reevaluation counseling) and suggests teaching methods in terms of (1) the affirmation of self and others, (2) sharing information and experiences, (3) conflict resolution, and (4) problem-solving approaches. The second part gives actual examples and personal accounts of how the theory has been used in several schools and discusses additional procedures for creating a non-violent atmosphere: meeting facilitation, staffings, and parent support groups. The manual concludes with a bibliography of appropriate children's books and descriptions of cooperative games are included. Descriptors: Attitude Change, Books, Children, Childrens Games

Mertz, Gayle; Lieber, Carol Miller (2001). Conflict in Context: Understanding Local to Global Security. This multidisciplinary guide provides middle and high school teachers and students with inquiry-based tools to support their exploration of emerging local, national, international, and transboundary security issues. Students are introduced to critical thinking, problem solving, and peacemaking strategies that will help them better understand current and historical events and the connections between the two vantage points. The guide helps them learn to critically analyze the data and perspectives presented to them and draw their own conclusions. It aids them in developing a range of skills, including research, mapping, dialogue, debate, role playing, creative writing, and informed analysis. The guide follows a traditional social studies format in which students are encouraged to work independently and collaboratively to explore the complexities of security. Numerous case studies, based on actual international issues, are provided. There are more than 40 lessons presented in five chapters: (1) "Introduction to Conflict in Context"; (2) "Exploring the Basic Concepts"; (3) "Personal and Community Perspectives"; (4) "National Perspectives"; and (5) "International and Global Perspectives." Three appendixes present teacher background material, a glossary, and handouts. Descriptors: Conflict Resolution, Consciousness Raising, Critical Thinking, Global Approach

Berman, Shelley (1983). A Break in the Silence: Raising Nuclear Issues in the Schools, Social Education. To educate students about nuclear war, Educators for Social Responsibility sponsored a "Day of Dialogue" in schools October 25, 1982. What some teachers did in their classrooms on this day is described. Also discussed is what social studies courses need to do to help students become peacemakers. Descriptors: Educational History, Educational Needs, Educational Objectives, Elementary Secondary Education

Cleveland, Harlan (1986). The World We're Preparing Our Schoolchildren For, Social Education. Reviews world conditions which support the development of a new, global "manifest destiny" for the United States. Lists five major threats to international security, in addition to positive signs of cooperation. Concludes with seven "attitudinal learnings" for American students, and are the hallmarks of future global leaders. Descriptors: Citizenship Education, Elementary Secondary Education, Global Approach, International Relations

French, Dan; Phillips, Connie (1983). Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum. One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate issues and information in order to make educated decisions. Topics covered in the 10 lessons are: the background of nuclear weapons; individual and current world conflicts; weapons; the biological and ecological effects of a nuclear explosion; Hiroshima; radiation; civil defense; nuclear proliferation; perceptions of national security, resources, and a healthy economy; and military spending. In a culminating activity, students are encouraged to express their feelings and explore ways they can affect society. Each lesson includes a plan sheet, readings, student activities, and a homework assignment. Additional materials include an evaluation form; bibliography; and lists of informational, instructional, and audiovisual materials. Descriptors: Biology, Budgets, Civil Defense, Conflict Resolution

Gibbons, Maurice; Newman, Maureen (1986). Creating a Curriculum for a Global Future, Educational Leadership. Describes the Universal Curriculum, a program designed to prepare students to make constructive contributions to their communities and to actively pursue solutions to global problems. The program helps students deal with major issues confronting humankind and work on making the world a better place in which to live. Descriptors: Elementary Secondary Education, Global Approach, Peace, World Affairs

Potter, Jana (1994). Teaching in the Whole Garden. Noting the importance of agriculture in a developing nation, this manual provides primary school teachers with ideas for lessons and activities that can be taught in the school garden setting to improve students' application of skills acquired in class. The guide provides examples of specific lesson plans in science, math, social studies, and English language. It includes lessons for three terms adapted to crops viable for each of those seasons. It covers planning, site selection, soil science, planting and cultivation, harvesting, preserving, and marketing. The first part of the guide presents six class syllabi, including main ideas, specific topics and related activities for each class stage. Activities include finding examples of specific plants in the village or at the market, learning about tools, and experimenting with growing conditions. The second part of the guide offers guidelines for planning and developing the curriculum and discipline for teaching in the garden. The third part includes several sample lesson plans with illustrations. A glossary of words frequently used in gardening is provided.   [More]  Descriptors: Agricultural Skills, Curriculum Design, Developing Nations, Elementary Education

Murtagh, Teresa, Ed.; O'Sullivan, Jean, Ed. (1998). The Quiet Peacemakers. A Tribute to Teachers. This booklet, which is available in English, French, and Spanish, presents articles by eight individuals from around the world which demonstrate how teachers worldwide are finding ways to show children how to respect those who are different from themselves. The teachers' mission is to provide children with the means to overcome centuries-old tensions. After an introduction, the articles are as follows: "Lessons in Dialogue" (Olwin Frost, Northern Ireland); "Lessons in Love" (M. Therese Ranee, A.C., Sri Lanka); "Lessons in Citizenship" (Pascal Diard, France); "Lessons in Resistance" (Zohra T., Algeria); "Lessons in Solidarity" (Teresa Gangemi, Italy); "Lessons in Reconciliation" (Marie-Laetitia Kayirerwa, Burundi); "Lessons in Understanding" (Azijada Borovac, Bosnia and Herzegovina); and "Lessons in Responsibility" (Avi Black, United States).   [More]  Descriptors: Consciousness Raising, Cultural Awareness, Diversity (Student), Elementary Secondary Education

Enloe, Walter; Cogan, John (1985). The Hiroshima Experience: Two Reflections, Social Education. The bombing of Hiroshima changed forever the concept of conflict and warfare in the human family. Two Americans, one having grown up in Hiroshima and the other having spent one year in the city as a Fullbright research scholar, reflect on the Hiroshima experience. Descriptors: Conflict, Disarmament, Elementary Secondary Education, Futures (of Society)

Goetz, Delia (1949). World Understanding Begins with Children. Bulletin, 1949, No. 17, Office of Education, Federal Security Agency. A major challenge to those concerned with the guidance and training of children today is to prepare them to take their places in a world in which they will be brought into increasingly closer relationship with the peoples of other lands. More and more we are stressing the need for developing better understanding of the people to whom we are so closely drawn in time. And more and more we are coming to realize that the foundation for this understanding must be laid in childhood. It is essential that we give children experiences which will help them to become good citizens of the world. Properly developed, a study of people of other lands and other cultures should enrich children's lives and make them more appreciative of their own community as well as of the rest of the world. It should help them think clearly and judge fairly. This bulletin suggests many sources of material suitable for elementary schools and ways to use the materials, enabling teachers to interest students in other peoples and cultures. (Contains 1 footnote.) [Best copy available has been provided.] Descriptors: Consciousness Raising, Elementary Schools, Cultural Pluralism, Teaching Methods

Hansel, Bettina (1988). Developing an International Perspective in Youth Through Exchange Programs, Education and Urban Society. Individualism in American culture makes students ignorant of world issues. Educators must change the students' intercultural perspectives. ASF intercultural programs offer youth an opportunity to live in another culture. The results include the following: (1) better appreciation of foreign culture; (2) ability in a foreign language; (3) more critical thinking; and (4) a lessening of materialism. Descriptors: Cultural Differences, Culture Conflict, Elementary Secondary Education, Foreign Culture

Bibliography: Peace Education (page 242 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 Mildred Douglass, Journal of Humanistic Education and Development, Joan Reynolds, Tedd Levy, Wayne Kassera, Judith Beinstein, Bidge McKay, James E. Thayer, Norma Law, and Pape Amadou Gaye.

Peace Corps, Washington, DC. (1966). Health Vocabulary, 1966. Guide for Translation into the Language, Chinyanja, of the Host Country, Malawi. This vocabulary guide is an alphabetical listing of English words and their equivalent in Chinyanja. A general list of verbs is included, as well as commonly used expressions for planned conversation. The basic expressions are intended for use in learning the health needs and problems of the Malawi community.   [More]  Descriptors: Adult Education, Adult Programs, African Culture, African Languages

Douglass, Mildred, Comp. (1989). Primary School Arts and Crafts: Developing Manual Skills. Lesson Plans: Classes I thru VI. Information Collection & Exchange Reprint R037. This book is designed to be of assistance to primary school teachers who have had little training in arts and crafts and for use in teacher training colleges. Tested in Nigeria and Jamaica, this manual gives children an opportunity to develop their natural creativity, and also develops accuracy and manual dexterity in hand skills. Lesson plans are given for various paper crafts (tearing, measurement, cutting, folding, and crayon etching), fiber crafts, paper mache, and clay crafts. Each lesson discusses materials needed, teacher's preparation required, and class procedures, and provides explanatory drawings and a designation for the appropriate grade level. The book contains a total of 59 craft activities. A reference list of eight related craft guides is included.    [More]  Descriptors: Art Activities, Childrens Art, Creative Activities, Creative Development

Law, Norma (1973). Children and War, Changing Education. This article discusses children's reaction to war and war's effect on their attitudes (through war experience and television) with descriptions of recent studies and educational implications. Descriptors: Child Development, Childhood Attitudes, Educational Responsibility, Peace

Journal of Humanistic Education and Development (1989). Seville Statement on Violence. Asks reader to challenge "scientism" view of aggression and violence as inevitable outcomes of human interaction and to oppose information and understanding that place limits on moral and ethical imagination. Suggests that rational arguments are needed without the exercise of mere "rationality" that limits one's reasoning, caring, and moral decision making. Descriptors: Aggression, Ethics, Human Relations, Moral Values

Peace Corps, Washington, DC. (1973). Korean Phrase Book. This is a brief guide to Korean pronunciation and phrases, prepared for U.S. Navy personnel. Expressions are grouped according to the following headings: (1) emergency expressions; (2) general expressions; (3) personal needs; (4) location and terrain; (5) roads and transportation; (6) communications; (7) letters, numbers, size, time, etc.; (8) additional terms; and (9) important signs. These chapters are followed by an alphabetical word list. The English word or phrase is followed by the phonetic Korean pronunciation, followed by the Korean spelling. A set of phonograph records, issued with the Korean Language Guide (Introductory Series), may be used along with the phrase book.   [More]  Descriptors: Adult Education, Autoinstructional Aids, Instructional Materials, Korean

Levy, Tedd (1999). Toward a Humane World: Making a Difference with Social Studies, Social Education. Presents the address delivered by President Tedd Levy at the 78th National Council for Social Studies (NCSS) Annual Conference. Stresses that social studies offers students a place to discuss social-environmental problems the culture is suffering from and gives teachers a chance to promote values inherent in a more humane world. Descriptors: Cultural Context, Elementary Secondary Education, Futures (of Society), Human Dignity

Gaye, Pape Amadou (1980). Practical Course in Wolof: An Audio-Aural Approach. This text is aimed at those interested in learning the Wolof language, the most widely used language in Senegal, spoken by more than 80% of the Senegalese and Gambian people. This manual can be best used under the following conditions: (1) the instructor is Wolof born or speaks the language fluently, (2) the course is taught in intensive or semi-intensive sessions (a minimum of 3 hours per day), (3) the audio-aural method of teaching is used (with exclusive use of Wolof in the classroom), and (4) the class is small with a maximum of seven students. This manual can also be used by those who would like to learn Wolof individually or with the help of an informant or tutor. The chapters are organized in "themes" which allows students who already have some knowledge of the language to skip chapters and go directly to the lessons they are interested in. A typical chapter includes an introduction of new material, presentation of dialogue, grammar, cultural information, written exercises, and vocabulary words. A Wolof-English glossary of 2,500 words is appended.   [More]  Descriptors: African Languages, Audiolingual Methods, Autoinstructional Aids, Cultural Education

Peace Corps, Washington, DC. (1962). Nepali Supplements. This volume is intended as a supplement to Nepali language instruction. It contains songs, numerals, dialogues in Devanagari script, a Nepali-English, English-Nepali glossary, and an English-Nepali surveyor technical glossary.   [More]  Descriptors: Glossaries, Indo European Languages, Instructional Materials, Language Instruction

Chilcoat, George W. (1985). The Images of Vietnam: A Popular Music Approach, Social Education. In this activity for secondary social studies students both rock and country-western music are used to analyze the different views held about the Vietnam War for nearly a decade. Specific songs are suggested. Descriptors: Discographies, Learning Activities, Music, Peace

Thayer, James E.; Maraby, Julien (1966). Sara Intermediate Course. This volume consists of an intermediate course in Sara, a language of the Chad Republic of Africa. It is designed for native speakers of English and includes forty reading selections in Sara and an English translation of each selection. The readings are followed by a corresponding set of dialogues in Sara, accompanied by an English translation. These dialogues are provided for practice in conversation. Readings and dialogues are on topics relevant to the culture of Chad.   [More]  Descriptors: Adult Education, African Languages, Audiolingual Methods, Audiolingual Skills

Kassera, Wayne (1989). Culture and Conflict, Journal of Humanistic Education and Development. Suggests that one's worldview determines perception of conflict and that internal locus of control would be more meaningful in terms of conflict resolution. Sees personal boundaries as context for conflicts and as individual constructions of cultural expectations. Develops transformative model in which individual transformations, especially in relation to arbitrary boundary setting, become focus of awareness. Descriptors: Conflict, Conflict Resolution, Cultural Differences, Individualism

Peace Corps, Washington, DC. (1962). Lessons in Ponapean. This volume contains 35 beginning Ponapean lessons for native English speakers. Each lesson consists of a dialogue structured around an aspect of Ponapean grammar and substitution exercises designed for drill. Vocabulary is introduced in the substitution exercises.   [More]  Descriptors: Adult Education, Audiolingual Methods, Audiolingual Skills, Grammar

Reynolds, Joan (2002). Thich Nhat Hanh As Adult Educator. Thich Nhat Hanh, a 76-year-old Buddhist monk of the Vietnamese meditation school, exemplifies mindfulness in his daily life and teaches these principles around the world. Preferring to be called "Thay" which means teacher, he has written over 75 books on such subjects as mindfulness in daily living and its relation to social action. His teachings can be identified with "engaged Buddhism," which emphasizes the importance of community, yet points out that one need not look outside oneself for love because loving oneself with proper care and understanding is loving the world. Mindfulness is the energy of being aware and awake to the present moment throughout the day. It can be practiced in the kitchen, bathroom, one's room, and on the walking path. Thay believes America's disregard for daily living has contributed to violence in the world and explains that its foreign policy and Americans' personal relationships disallow the deep listening needed to understand the suffering and issues of people in other nations. Adult educators such as Freire and Boal wish to transform fear and oppression into empowerment and understanding. Adult educators also agree with Thay that learning is alive and well within each person, each community, each culture; equality is in one's mind; dialogue is necessary; adult educators must be aware of the culture, customs, and very being of their students; and balance is valued. (Contains 19 references.)   [More]  Descriptors: Adult Education, Adult Educators, Buddhism, Cross Cultural Studies

Beinstein, Judith; And Others (1962). Conversational Telugu. The purpose of this text is to develop elementary conversational skills in Telugu. The language materials consist of four types of language learning activities. The first, and most predominant, is the unit microwave cycle. These cycles divide the learning process into two basic phases, the first of which involves mimicry, memorization, and manipulation. The second phase involves the conversational application of the first phase. The second type of learning activity consists of various kinds of drill exercises: substitution, repetition, transformation, conversation and question-and-answer drills. The third type of learning activity is analysis of the language. Simplified explanations are given of structural items in previous lessons. The fourth type of learning activity involves task-oriented situations, model village and slide exercises, and role plays, to help the student gradually become accustomed to combinations of sounds and phrases. The text is divided into five sections, each consisting of cycles, drills and grammar notes that concentrate on a limited number of sentence patterns and structural items. Suggested supplements follow each section. Effective use of the materials presupposes the use of language props to teach vocabulary. In addition, the units are designed to be used as a basis for conversation between student and instructor and between students.   [More]  Descriptors: Adult Education, Communicative Competence (Languages), Conversational Language Courses, Dravidian Languages

McKay, Bidge (1971). Training for Nonviolent Action for High School Students: A Handbook. The handbook for secondary students advocates nonviolent action, not passivity nor retaliation toward injustices. Emphasis is upon helping students to understand nonviolent action; to be familiar with training information on courses, time requirements, problems, costs, and procedures; and to deal with direct objectives toward peaceful social action. To stimulate thinking, the major portion of the handbook is in the form of questions of interest to students and teachers, and responses which were written by people previously involved in direct non-violent action. Resources and a bibliography for those interested in training for non-violent action are included. An appendix contains a model for fifteen hour weekend course, a list to check before acting, ideas for integrating social change into the curriculum, a copy of an official Selective Service memorandum, a bibliography of films, and ideas on street theater.   [More]  Descriptors: Activism, Civil Disobedience, Conflict Resolution, Dissent

Bibliography: Peace Education (page 241 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 Kathy Bickmore, Will Pipkin, CARL J. BUMPURS, Chris Austill, Randall Forsberg, Donald W. Boose, Murry R. Nelson, Tony Vellela, Elly Singer, and Sally Linder.


Adeyemi, Michael Bamidele (2000). Teaching Conflict Resolution to Social Studies Students in Botswana, Social Studies. Explains why conflict resolution is utilized in junior secondary schools in Botswana and discusses the role of the kgotla as a location for resolving problems in a community. Reviews methods for teaching conflict resolution presenting a scenario that enables the teacher and students to resolve a conflict in a social studies classroom. Descriptors: Community Resources, Conflict Resolution, Decision Making, Educational Strategies

Nelson, Murry R. (1997). An Alternative Medium of Social Education–The "Horrors of War" Picture Cards, Social Studies. Explores the production, distribution, and content of the, "Horrors of War," a series of trading cards produced between 1938 and 1942. Created by a Baptist advertising executive the cards used graphic images to communicate an antiwar message to young adolescents. Discusses possible learning activities used in conjunction with the cards. Descriptors: Advocacy, Conflict, Cultural Images, Foreign Countries

Gallagher, Edward A. (1994). Jordan and Lange: The California Junior College as Protector of Teaching. Working Papers in Education ED-94-1. A group of contemporary historians has recently accused community and junior colleges of not offering the American masses new opportunities of upward social mobility, but instead of serving to divert them away from four-year colleges and universities. In particular, historians have taken issue with the efforts of David Jordan, of Stanford University, and Alexis Lange, of the University of California, who allegedly were skeptical of the intellectual capabilities of the masses and advocated the establishment of public junior colleges to free the universities to pursue higher tasks of research and advanced professional training. While revisionist historians have performed a service in challenging the overly idealized accounts of the origin and early development of junior colleges in California, their interpretations are rife with distortions. No revisionist, thus far, appears to have used vital primary sources such as the Jordan Papers, the Lange Papers, all of Jordan and Lange's published writings, Merton Hill's unpublished essay on California's early junior college movement, and all relevant California state government reports. A thorough review of these works illustrates that, rather than being academic elitists, Jordan and Lange were concerned about the newly emerging American universities' emphasis on research at the expense of teaching, and hence favored linking junior colleges to teaching-oriented high schools instead of research-oriented universities. Because high schools might emphasize teaching at the expense of scholarship, Lange and Jordan felt that the junior college might evolve as a hybrid institution with some of the university's concern for scholarship and some of high school's emphasis on effective teaching.   [More]  Descriptors: Educational History, Educational Objectives, Educational Quality, Educational Theories

Forsberg, Randall (1983). What about Nuclear Freeze?, Social Education. Pros and cons of a nuclear freeze are argued. Descriptors: Disarmament, Nuclear Warfare, Peace, War

Singer, Elly (2002). The Logic of Young Children's (Nonverbal) Behaviour, European Early Childhood Education Research Journal. Discusses teachers' sensitivity in the context of young children's peer conflicts. Explains that young children need to experience their own actions as logical and sound and that they co-construct logic-in-action (procedural knowledge) long before they can verbalize their logic. Maintains that teachers who do not respect children's logic often aggravate children's conflicts. Suggests ways to strengthen children's tendency to de-escalate peer conflicts and protect joint play. Descriptors: Child Behavior, Conflict, Conflict Resolution, Logic

Austill, Chris, Ed. (1983). Decision Making in a Nuclear Age. These activities help high school students develop an understanding of nuclear weapons within the context of human beings making choices. Students learn to evaluate information and to identify the political stand or bias in what they hear and read. To record their own growth and change, students are encouraged to keep a journal. Teachers can choose from among activities that can be used in a variety of courses, including American literature, science, civics, U.S. history, legal education, and ethics. The activities in the first three sections–"Learning to Learn about Nuclear Weapons,""On Violence," and "Constructing a Value System"–are designed to help students struggle with issues and dilemmas that complicate their thinking and keep them from accepting simple solutions. The next three sections–"Nuclear Weapons and the Arms Race,""The Cold War," and "Negotiating"–help students become familiar with science, history, and technical information about nuclear weapons and the arms race. In the section, "Complexities of the 80's," connections are made with world issues that are intimately related to the arms race. In the final section, "Making a Difference," students are asked to think about prevention. A reference list of 20 films is included. Descriptors: Civics, Critical Thinking, Decision Making, Decision Making Skills

Coghlan, Rosemarie (2000). The Teaching of Anti-Violence Strategies within the English Curriculum, English Journal. Argues that the English classroom is a fitting place to integrate anti-violence teaching into the academic curriculum. Describes how English teachers can teach conflict resolution strategies, instill respect for cultural diversity, provide an atmosphere for cooperative learning while acknowledging controversy, and heighten empathy and respect by integrating violence prevention strategies into the content of the English curriculum. Descriptors: Class Activities, English Curriculum, English Instruction, Peace

Pipkin, Will; DiMenna, Stephen (1989). Using Creative Dramatics to Teach Conflict Resolution: Exploiting the Drama/Conflict Dialectic, Journal of Humanistic Education and Development. Discusses the dialectic between creative dramatics and conflict resolution and its exploration by the Conflict Resolution Project (CRP). Outlines the CRP's perspectives and general approach as a prelude to a more indepth review about how creative dramatics are used by the CRP. Descriptors: Conflict Resolution, Creativity, Dramatics, Elementary Secondary Education

Woito, Robert, Ed. (1977). International Human Rights Kit. Designed for students, educators, and citizens interested in human rights, the booklet presents resources for learning about the facts, perspectives, and existing procedures and institutions to promote human rights. Chapter one explores the relationship between human rights and war. Chapter two presents a self-survey to help readers clarify personal values; a discussion of 49 common questions about human rights; and an examination of the compatibility of social and cultural rights with civil and political rights. In chapter three, transcripts of speeches by government representatives from the United States, Communist world, Third World, and the United Nations offer various perspectives on foreign policy goals and attitudes toward human rights. A detailed analysis of the International Bill of Rights comprises chapter four. Chapter five indicates the international human rights instruments which have been ratified by various countries, and reveals the limited relationship between ratification and enforcement. Chapters six and seven suggest improvements for existing institutions for human rights. Chapters eight and nine examine ways to achieve religious liberty and to improve human rights education. Chapter ten identifies films, books, periodicals, organizations, and activities to help readers become involved in promoting human rights. Descriptors: Adult Education, Child Advocacy, Civil Liberties, Comparative Analysis

Vellela, Tony (1988). New Voices: Student Political Activism in the '80s and '90s. An examination of the state of student activism in American higher education is based on a study of the focus and direction of campus activism and on interviews and surveys of undergraduate and graduate students who consider themselves activists. The first two chapters are devoted to an assessment of the overall situation and of the strategies used for organization and communication in activist pursuits. Subsequent chapters focus on specific political issues and interests. They include divestment of financial interests in South Africa, Central American politics, the Central Intelligence Agency, the military and its university connections for war-related activities, racism, the economy and general welfare, women's issues, gay, lesbian, and bisexual rights, student empowerment, the role of the media, and the future of activism. Chapters contain segments of activist interviews and descriptions of specific events. Interspersed among expository chapters are "snapshot" chapters describing individual campus situations and campus-specific issues. A final chapter gives a sampling of events and actions. Information on national activist organizations and survey and interview methodology are appended. Descriptors: Activism, Change Strategies, Church Related Colleges, College Students

Linder, Sally (2002). The Ark of Hope: Carrying the Earth Charter toward United Nations, Orion Afield: Working for Nature and Community. Thousands of people from 51 countries created the Earth Charter, which heralds humankind's respectful recognition of life's interdependence and our shared responsibility for the world's well-being. A Vermont group put it in an "Ark of Hope" and walked it through four states to the United Nations. Related art workshops held in Vermont schools and communities are described. Descriptors: Art Expression, Consciousness Raising, Fine Arts, Futures (of Society)

Boose, Donald W., Jr. (2000). Fighting While Talking: The Korean War Truce Talks, OAH Magazine of History. Summarizes the issues and problems involved in the Korean War truce talks that eventually spurred the signing of the armistice agreement on July 27, 1953. Focuses on the reparation of the prisoners of war and the Military Demarcation Line and Demilitarized Zone. Descriptors: Diplomatic History, Foreign Countries, International Communication, International Cooperation

Bickmore, Kathy (1997). Teaching Conflict and Conflict Resolution in School: (Extra-) Curricular Considerations. Schools can play an important part in helping diverse young people see themselves as citizens. This paper examines a broad range of school-based learning opportunities that influence young people's development of knowledge and inclinations for handling conflict. The ingredients for conflict resolution can be taught. Like violence, nonviolence is a learned behavior. As public concern over violence increases, school leaders often respond with what has been called "negative peacemaking," the premature use of bargaining or settlement procedures before underlying problems have been solved or understood. The goal is avoidance, not problem solving. In contrast, "positive liberty" procedures involve the presence of active democratic participation. These alternative emphases in education for citizenship are the conceptual framework for reviewing the research on a range of school-based conflict resolution training programs to examine the relative space given to negative peacemaking and positive liberty in school practices. Violence prevention and anti-bullying programs generally involve narrowly focused training in social skills and anger management. Many of these interventions single out particular populations, disproportionately ethnic minority males, considered to be "at-risk." School peer conflict resolution programs are popular, and, if properly presented, can move beyond negative peacemaking to broaden the positive liberty students experience. Making student governance activities relevant gives students the opportunity to engage in democratic decision making and helps develop an understanding of conflict and its resolution. Conflict resolution may be taught explicitly. Controversial subject matter may be damaging to some students without careful attention to inclusive and respectful instructional processes, but the inclusion of controversial and conflictual questions can bring previously silenced young people into pedagogical conversations. Conflict resolution can easily be infused into literature, mathematics, and science classes as well as the social studies area to which it has been traditionally assigned. Important opportunities for long-term conflict management learning exist in the everyday processes of a school community. If students have positive liberty, they can develop the skills they need to participate in the nonviolent management of conflict as citizens. (Contains 131 references.)   [More]  Descriptors: Citizenship Education, Conflict, Conflict Resolution, Democracy

International Child Development Initiatives (NJ1) (2007). ICDI Annual Report, 2007. The International Child Development Initiatives (ICDI) promotes the wellbeing of children growing up in difficult circumstances. ICDI works to improve policies and practices affecting these children by doing research and training. ICDI believes in the power of children and young people, supporting their rights and addressing the underlying causes for the problems they face. 2007 was a significant year for ICDI. Despite its relatively small size the organization has–once again–been remarkably active. ICDI was engaged in 11 large and many much smaller projects in Central and Eastern Europe, Surinam, and the Middle East, all of which focused on the needs of children who have to grow up in very deprived situations. ICDI also began to employ more staff (up from 5 to 8) as it grew organizationally. The appointment of a new director in September 2007 saw central management change hands for the first time. With new staff came new expertise (children in conflict zones, children and HIV/Aids, children with disability) augmenting existing strengths and creating new regional interests and expertise, especially in Africa. [To access the 2006 report, see, "Young People's Voices" ED497654.]   [More]  Descriptors: Childrens Rights, Foreign Countries, Child Development, Photography

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