Bibliography: Peace Education (page 254 of 259)

This bibliography is reformatted and customized by the Center for Positive Practices for the Positive Universe website. Some of the authors featured on this page include Bonnie Cameron, Maura Juffkins, James Garbarino, Theodore Caplow, Sam Totten, William L. Carruthers, Michael Krepon, Mary E. Haas, Nancy Hoepli, and David Barrs.

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

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