Bibliography: Peace Education (page 255 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 Lawrence Metcalf, Margaret Padelford Karns, Susanne Carter, Donald E. Nuechterlein, Chris Mercogliano, Allen S. Whiting, Whittle Johnston, Mary Lhowe, Betsy Mercogliano, and Stephen Kneeshaw.

Strikland, Stephen P. (1994). Peacemaking Sites as Teaching Tools. Educational Resources, OAH Magazine of History. Asserts that efforts are underway by the U.S. National Park Service to establish a new category of historic sites and landmarks: those that honor peacemakers and peacebuilders in U.S. history. Describes several historic sites that are being considered for this designation and reviews their significance in history. Descriptors: Class Activities, Diplomatic History, Educational Resources, Educational Strategies

Metcalf, Lawrence, Ed.; And Others (1975). The Cold War and Beyond: From Deterrence to Detente–to What? Crises in World Order. The book, intended for senior high school students, is one of a series concerned with problems of world order. The bipolar system (domination of the international system through maintenance of a balance of power between the United States and the Soviet Union) is described and defined by presenting case studies of the Hungarian rebellion in 1956, the Cuban missile crisis in 1962, and the Arab-Israeli War in 1973. For each crisis the history is described, the current situation is presented, and the effects on and stages of development in the bipolar system are appraised. The study guides at the end of each chapter are designed to help the student examine each case and evaluate the system. The booklet also suggests issues and topics for further exploration and identifies other cases to examine. The final chapters postulate changes in the balance of power in the future and possible solutions for obtaining world order. Key concepts are defined in a glossary. Descriptors: Case Studies, Conflict Resolution, Foreign Countries, Foreign Policy

Whiting, Allen S. (1976). China and the United States: What Next? Headline Series. This resource booklet discusses U.S. foreign policy with China and contains questions to help secondary teachers stimulate classroom discussion. The author, who was consultant to Secretary of State Kissinger on China policy 1969-1973, argues that Washington's failure to establish full diplomatic relations with Peking is damaging United States-Sino detente. Considerable evidence exists, he asserts, that the pace of normalization has fallen far short of what Peking had anticipated. In 1975 intimations of Chinese irritation became apparent. They were first voiced in private, unofficial conversations and then openly expressed on the eve of President Ford's visit in December 1975. Chapter titles are: (1) Confrontation to Detente; (2) The Shanghai Communique and the Fruits of Dentente; (3) The Balance Sheet and Unfinished Business; (4) The Tight Little Island; (5) The Japanese Formula; (6) Why Normalize Sino-American Relations; and (7) Talking It Over. Discussion questions and reading references are also included. Descriptors: Conflict, Diplomatic History, Exchange Programs, Foreign Policy

Johnston, Whittle (1990). Reagan's Foreign Policy: An Assessment (I) Introduction, Perspectives on Political Science. Examines the relationship between former U.S. President Ronald Reagan's foreign policy and those of his predecessors. Focuses on the differences between Reagan's policies and those of former U.S. President Jimmy Carter. Analyzes Reagan's policies of containment, human rights, and arms control. Discusses criticisms launched against Reagan's policies. Descriptors: Foreign Policy, Higher Education, International Relations, International Studies

Boas, Jacob (1989). World War Two and the Holocaust. This resource book presents readings that could be used to teach about the Holocaust. The readings are brief and could be appropriate for middle school and high school students. Several photographs accompany the text. The volume has the following chapters: (1) "From War to War" (history of Germany from late 19th Century through the end of World War II with an emphasis on the rise of Hitler and his campaign against Jews); (2) "The Holocaust" (the victims, the ghetto life, death camps, the consequences, etc.); (3) "Chronology 1918-1945" (chart showing by year and month the rise and fall of Nazi Germany, Persecution and Holocaust, and Jewish Response); (4) "Glossary"; (5) "100 Holocaust Discussion Questions (Weimar, Hitler, WWII; Nazism and Jewry; Perpetrators, Bystanders, Rescuers; and General)"; (6) "Selected Bibliography"; and (7) "Illustration Credits." Contains a 31-item bibliography.   [More]  Descriptors: Anti Semitism, Conflict Resolution, Ethnic Bias, Ethnic Discrimination

Lhowe, Mary, Ed. (1994). After the Cold War: The U.S. Role in Europe's Transition. Revised. [and] Teacher's Resource Book. These materials explore the decisions that face the United States as a result of the changes in the past decade in the countries of Eastern Europe and the former Soviet Union. The background readings allow students to examine such questions of values and foreign policy as: (1) Should the United States remain committed to its Western European allies?; (2) How should we respond to conflict in the region?; and (3) What is the U.S. role in the world now that Soviet communism is no more? The student booklet provides a framework for considering such issues by presenting policy choices, or options, that lay out distinct viewpoints about what U.S. policy toward Europe should be. The background readings are to provide an understanding of how the history of the regions from World War I to the present has shaped the questions of today. The options for student discussion include: (1) "Promote Western Values"; (2) "Protect Our Interests"; (3) "Beyond Europe"; and (4) "Reduce Our Obligations." The accompanying teacher's resource book contains a 10-day plan and student activities. The first six days of the lesson plan are meant to reinforce key concepts raised in the student background readings. Days seven and eight feature a simulation in which students assume the roles of advocates for the four discussion options. The final two days of the lesson plan engage students in clarifying their own views on the United States' role in Europe, and ultimately, in developing their own proposals for the United States' European role. Descriptors: Disarmament, Foreign Countries, Foreign Policy, Global Approach

Stichter, Charlotte (1986). When Tempers Flare, Let Trained Student Mediators Put Out the Flames, American School Board Journal. Describes a student mediator program developed in elementary schools in San Francisco and New York City that successfully trains students to mediate conflict resolutions between students. A key to developing such programs is to educate the students in how the system works before getting into the process. Includes a resource list. Descriptors: Antisocial Behavior, Conflict Resolution, Decision Making, Elementary Secondary Education

Carter, Susanne (1992). Reshaping the War Experience: Women's War Fiction, Feminist Teacher. Contends that war fiction published by U.S. women has evolved as a genre of its own in the twentieth century. Asserts that the common element that unites this otherwise diverse body of literature is the constant reminder that women as well as men are participants and victims in war. Descriptors: Ethnic Groups, Females, Fiction, Higher Education

Lapid, Ilana (1995). From the Hobbesian Floor to the Kantian Ceiling: UN Intervention as a Practical-Idealist Challenge, Social Studies. Contends that the United Nations (UN) is redefining its role in the international community. Discusses whether the UN should follow a national sovereignty path or one that recognizes the erosion of the national state. Concludes that humanitarian intervention guided by practical idealism is the correct approach. Descriptors: Developed Nations, Developing Nations, Diplomatic History, Elementary Secondary Education

Boas, Jacob (1990). Resources and Guidelines for Teaching about the Holocaust [and Related Brochures and Poster.]. This resource packet presents a variety of ideas, lesson plans and activities to teach about the Holocaust. Lesson plans in this packet include: (1) "Human Behavior"; (2) "The Teachings of Contempt–Entry Points for Examining the Holocaust: Prejudice, Bigotry, Racism, Stereotypes, Scapegoating"; (3) "The Holocaust"; (4) "Rescue and Human Behavior, Moral Decision Making–The Courage to Care"; and (5) "Processing." Each lesson plan includes: the lesson's objective; a list of materials (e.g., videos, literature, visual aids); a list of activities; and discussion topics. An extensive list of curricular resource materials and a Jewish Media Catalog with educational videotapes on the Holocaust are included. Other materials in the packet include: (1) "'Kristallnacht': The Night of Shattered Glass"; (2) "Everyone is Human"; (3) a brochure explaining the Holocaust Center of Northern California; and (4) "Liberation 1945, Teacher Guide" and "Student Poster Glossary."   [More]  Descriptors: Anti Semitism, Conflict Resolution, Ethnic Bias, Ethnic Discrimination

Osborne, Ken (1995). The United Nations in the News: Making Your Classroom a United Nations Information Centre. An Approach for All Grade Levels. This guide is to help students become more aware of the wide variety of United Nations' (UN) activities taking place in the world; to give students an interest in the affairs of the UN; and to lay the foundations for continuing interest in the UN. In this activity students read articles of recent world events in which the UN has been involved, then follow up with discussion and writing activities. A reference list of UN organizations and conferences for further activities is included. Students are instructed to read newspaper articles that are attached and to make lists using the headings: What?, Where?, When?, Why?, Results, and Questions. Once the lists are completed students are instructed to answer the following questions: (1) What was in these articles that you already knew?  (2) What three things most interested you? (3) What three things most surprised you? and (4) What three things do you need more information about to make sense of them?   [More]  Descriptors: Conflict, Developed Nations, Developing Nations, Elementary Secondary Education

Nuechterlein, Donald E. (1990). The Reagan Doctrine in Perspective, Perspectives on Political Science. Analyzes the foreign policy of former U.S. President Reagan. Discusses Reagan's policies toward the Soviet Union, focusing on his negotiations with Mikhail Gorbachev. Assesses the successes and failures of Reagan's foreign policy. Examines the impact of the Reagan Doctrine on world politics, and summarizes his legacy in the foreign policy arena. Descriptors: Foreign Policy, Higher Education, International Relations, International Studies

Karns, Margaret Padelford (1980). Teaching International Organization through Model U.N.'s. Model United Nations (MUN) conferences are held throughout the United States each year to help college students learn about major international issues and the problems and possibilities for international cooperation. There are many educational aspects of the MUN program in which students play the role of a representative of a particular country to a specific U.N. body. In their preparation for a model U.N. conference, students must do a great deal of background reading to gain a thorough knowledge of the U.N. in general and of the particular organ on which they will serve. The delegate's effectiveness also depends heavily on an intimate understanding of the country represented, its political and economic systems, its level of development, its foreign policy, and its relations with other countries. Students also gain an insight into international negotiation, consensus building, and bloc politics. Finally, delegates must be familiar with and develop some facility in using parliamentary rules. Although most delegations receive some funding from their college or university, funding also comes from student government funds, from a Dean, a department, or special budget. Most delegations engage in some kind of fund-raising activities during the year.   [More]  Descriptors: Cross Cultural Studies, Economics, Foreign Countries, Foreign Policy

Mercogliano, Chris; Mercogliano, Betsy (1996). An Interview with Grandmother Twylah Nitsch, Journal of Family Life. Grandmother Twyla Nitsch, an elder of the Seneca Nation, discusses the importance of honoring Mother Earth, her childhood experiences, the traditional teachings of her grandfather, her efforts to document Native American philosophy and spirituality, and her purpose in teaching individuals how to recognize and develop their gifts to the fullest. Descriptors: American Indian Culture, American Indians, Consciousness Raising, Cultural Maintenance

Kneeshaw, Stephen; Kneeshaw, Bobbi (1986). How Shall We Tell the Children?, Social Studies. Reports contemporary data concerning the fear of nuclear war among Americans of different age groups. Identifies recent efforts to educate K-12 students about the threat of nuclear war. Descriptors: Academic Achievement, Classroom Environment, Cooperation, Curriculum Enrichment

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