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

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

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

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

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

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

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

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

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

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

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

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

Lhowe, Mary, Ed. (1996). Russia's Uncertain Transition: Challenges for U.S. Policy. Revised. Choices for the 21st Century. This unit is part of a continuing series on current foreign policy issues. The first section asks students to join the debate on U.S. policy toward Russia and its neighbors in the former Soviet Union (FSU). Background readings provide information to help students address policy issues and include: (1) "Two Centuries of U.S.-Russian Relations"; (2) "Keeping Up with a Changing Russia"; and (3) "Challenges Facing the United States." Once students have discussed background issues they are faced with the policy options to: (1) "Guide Russia Forward"; (2) "Keep the Lid On"; (3) "Declaw the Russian Bear"; and (4) "Mind Our Own Business." The second section accompanies a student book of background readings and foreign policy options. The five-day lesson plan and student activities has students explore policy relations with the former Soviet Union and debate what course of action the United States should pursue through a simulation activity. The lesson titles include: (1) "Examining the Principles of U.S. Cold War Policy"; (2) "Assessing the Reform Process in Russia'; (3) "Role Playing the Four Options: Organization and Preparation"; (4) "Role Playing the Four Options: Debate and Discussion"; and (5) "Fleshing Out Policy." (Contains supplementary documents and suggested readings at the end of section 1.) Descriptors: Developing Nations, Diplomatic History, Foreign Countries, Foreign Policy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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