Bibliography: Peace Education (page 257 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 Clarksville Howard County Board of Education, Albert Fishlow, Jack C. Hanna, Abraham F. Lowenthal, Kathy Bickmore, Sandy Tsubokawa Whittall, Karla A. Henderson, Dianne Schilling, Carol Miller Lieber, and William J. Zahka.

Lowenthal, Abraham F.; Fishlow, Albert (1979). Latin America's Emergence: Toward a U.S. Response. Headline Series 243. In order to provide a basis for improving United States policies toward Latin America in the 1980s, the document examines past U.S. policy and relations, evaluates recent U.S. approaches, and offers a reassessment of current U.S. interests in Latin America. The book is divided into five chapters. Chapter I discusses social, economic, and political change in Latin America from the 1950s through the 1970s. Topics include the 1961 Alliance for Progress, the prosperity and integration of Latin America into the world economy, the trend away from democratic institutions, and the rejection of U.S. dominance. Chapter II compares the traditional view of U.S.-Latin America relations in terms of cultivating security and private economic interests with a new concept of U.S. interests.  Problems of massive immigration, advanced nuclear research in Latin American countries, growing economic interdependence, and authoritarian regimes are noted. Chapter III examines the policies of Presidents Kennedy, Johnson, Nixon, Ford, and Carter. Chapter IV proposes a restructuring of the entire economic and political order on the basis of consistently applied liberal policies of a free market which serves the interests of weaker as well as stronger countries. Suggestions are offered for applying this approach to trade, finance, foreign investment, technology transfer, foreign investment, migration, and human rights. Methods for implementing free market policies are discussed in Chapter V. Discussion questions conclude the document. Descriptors: Attitude Change, Change Strategies, Democracy, Developing Nations

Schaufele, William E., Jr. (1981). Polish Paradox: Communism and National Renewal. Headline Series 256. This brief issues booklet provides basic information about the role of the Catholic Church in Poland, the erosion of Communist party leadership over the past year (as of 1981), the rise of the Solidarity Union and the economic problems plaguing the Polish people. An introduction is followed by the following sections: (1) "History of a Millennium"; (2) "Communist Poland"; (3) "Solidarity"; (4) "Church, Farm, and Freedom"; (5) "Poland between East and West"; and (6) "1981 and Beyond: A Personal Epilogue." A list of discussion questions and an 11-item reference list conclude the booklet.   [More]  Descriptors: Catholics, Communism, Conflict, Diplomatic History

Schilling, Dianne (1993). Getting Along: Activities for Teaching Cooperation–Responsibility–Respect. This book provides activities to introduce or reintroduce students to conflict resolution skills in a deliberate, enjoyable fashion and to elevate their awareness of each person's responsibility to create a cooperative environment wherever they may be. Interdependence is a central theme as is the awareness that dissent and conflict are natural and productive elements in society. Activities are grouped into seven topic areas with accompanying handouts. The topic areas include: (1) "Appreciating Differences"; (2) "Communicating Effectively"; (3) "Developing Friendship Skills"; (4) "Helping and Being Helped"; (5) "Including Others"; (6) "Resolving Conflict"; and (7) "Working Together." Descriptors: Antisocial Behavior, Conflict, Conflict Resolution, Cooperation

Irwin, Wallace, Jr., Ed.; And Others (1979). Salt II: Toward Security or Danger? A Balanced Account of the Key Issues in the Debate. Facts and controversial issues concerning SALT II (Strategic Arms Limitations Talks) are examined. The intent of the document is to enable non-specialists in military/strategic matters to arrive at their own conclusions. Central questions explored are: Is it possible to arrive at an agreement that will stabilize strategic arms competition and leave each side confident that the other would not launch a nuclear attack? Is SALT II such an agreement? Will the nation's security be better served by ratifying or by rejecting SALT II? Section I examines the evolution, weaknesses and limitations of agreements leading up to SALT II from 1963 to 1970. Section II presents key concepts and terms relevant to nuclear strategy, including nuclear deterrence, mutual assured destruction, and limited nuclear response. The recent Soviet buildup of arms, a discussion of the vulnerability of the United States' Minuteman Missile, and the question of how compliance with the SALT agreements may be verified are examined. Section III compares the three types of nuclear weapons systems: land-based intercontinental ballistic missiles, submarine-launched ballistic missiles, and heavy intercontinental bombers. Section IV focuses on the limits and methods of verification called for in SALT II. Section V discusses attitudes of private organizations, senate members, and public polls toward the agreements. Sections VI and VII summarize the key issues and main arguments for and against SALT II. Descriptors: Disarmament, Federal Government, Foreign Policy, Government Role

Sloan, Stanley R. (1988). Conventional Arms Control and Europe's Future. Headline Series No. 287. This brief issues booklet provides basic information about the arms control issue in Europe, as of 1988. The table of contents includes the following: (1) "Trying Again"; (2) "Prelude to Arms Control"; (3) "The First Attempts: MBFR (Mutual and Balanced Force Reductions) and CSCE (Conference on Security and Cooperation in Europe); (4) "CAFE (Conventional Armed Forces in Europe): The Political and Military Environment"; (5) "The Future of Conventional Arms Control"; and (6) "Western Concerns and Options." A list of discussion questions, an annotated reading list, and a key to abbreviations also are included. A map of the region and several tables highlight the booklet.   [More]  Descriptors: Adult Education, Armed Forces, Conflict, Diplomatic History

Zahka, William J.; Mayers, Teena Karsa (1985). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. Instructor's Manual. Intended for teachers of secondary and college level students, this instructor's guide presents an overview of materials covered in the student text, followed by four categories of examination questions and teaching aids. The guide reflects the format of the student text and is divided into four sections. A brief description is provided of each section of the student text: Section I gives the reader factual background on the beginning of the atomic age during the Truman years through the Reagan administration; section II defines the various types of nuclear weapons; section III discusses the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns; and section IV describes the effects of nuclear war and civil defense. For each section this guide presents four categories of examination questions: essay questions, true or false statements, multiple choice questions, and completion and fill-in questions. Test answers follow each category. A list of teaching aids intended to provide educators with a choice of projects, topics for debate and written reports, and library assignments is included for each section. Descriptors: Civil Defense, Controversial Issues (Course Content), Definitions, Disarmament

Bickmore, Kathy; And Others (1984). Alternatives to Violence: A Manual for Teaching Peacemaking to Youth and Adults. Designed as a guide to teaching an introductory course in creative conflict resolution for adults and teenagers in school and community settings, this resource manual describes active, experiential learning activities. The alternatives to violence course is structured into twenty 45-minute units (a total of 15 hours). Sessions 1-3 examine kinds of violence, the nature of violence, and institutional violence. Session 4 deals with basic responses to conflict and historical cases of nonviolent action. Sessions 5-7 focus on the development of nonviolent alternatives, including active listening, group facilitation and consensus, and negotiation and leadership. Session 8 explores differences between violence and nonviolence and session 9 examines elementary skills necessary for active nonviolent self-defense. Sessions 10-12 deal with confronting violence, alternatives to violence on the community level, and problem solving. In session 13, students apply concepts and skills for interpersonal and community conflict resolution to global problems. A session on nonviolent national defense (session 14) is followed by a session promoting nonviolence as a philosophy or lifestyle. Sessions 16 and 17 relate personal lifestyles to global conflict resolution through problem-solving exercises involving current events. In sessions 18 and 19, students learn to influence the U.S. political system through effective letter-writing and steps toward global nonviolence are discussed. A course evaluation sheet is presented in the final session. The manual concludes with a bibliography, glossary, description of games, and a list of conflict scenarios.   [More]  Descriptors: Adult Education, Conflict, Conflict Resolution, Controversial Issues (Course Content)

Lieber, Carol Miller (1994). Making Choices about Conflict, Security, and Peacemaking Part I: Personal Perspectives. A High School Conflict Resolution Curriculum. Field Test Version. This document presents a variety of materials for classroom use to address the issues of conflict, security, and peacemaking. Designed for high school, the lessons are presented from a personal perspective and intended for several learning environments, including: (1) integration into traditional courses; (2) self-contained one to two week units; (3) interdisciplinary units in the humanities; (4) a year's thematic focus; (5) a learning strategy approach; (6) a skill-centered approach; (7) schoolwide conflict resolution programs; and (8) conferences, schoolwide projects, and special events. The topics featured are: (1) "Introduction"; (2) "Security in Your Life" (8 activities); (3) "Dealing with Differences" (12 activities); (4) "Exploring the Nature of Conflict" (11 activities); (5) "Resolving Interpersonal Conflict" (11 activities); (6) "Dealing with Anger and Violence" (13 activities); (7) "Perspectives on War and Peacemaking" (14 activities); and (8) "Tools for Participation, Decision Making, and Problem Solving." Primary documents also are included, as are complete lesson plan procedures. Descriptors: Cognitive Processes, Conflict Resolution, Cross Cultural Studies, Decision Making

Irwin, Wallace, Jr., Ed.; And Others (1980). American Foreign Policy for the '80s: A Voter's Guide to the Facts and Issues. The purpose of this guide is to provide voters, officeholders, and candidates with background information on major foreign policy issues so that they can follow the 1980 presidential debates and reach their own informed conclusions. Thirteen major foreign policy topics are covered. The material is written in telegraphic style to get the essential information into a limited space. All facts have been carefully researched and the approach is strictly impartial and nonpartisan. Each topic includes a section tracing administration policy and concludes by presenting alternatives to present policy, with main arguments pro and con. A few additional readings are listed for each subject. Topics treated are: Leadership: President vs. Congress; U.S. Defense Policy; International Terrorism; Energy: U.S. Dependence on Foreign Oil; Trade and the Dollar; The UN and Third-World Development; Southern Africa; China and Taiwan; Cambodia, Vietnam and the Refugee Crisis; The Caribbean and Central America; The Arab-Israeli Conflict; Iran, Afghanistan and the Persian Gulf; and After Afghanistan: The U.S. and Russia. Descriptors: Adult Education, Debate, Developing Nations, Economics

Hanna, Jack C.; Maddalena, Gracemarie. (1994). Respect, Reflect, Resolve. Ten Anti-Violence Lessons for Use in Middle and High School. First Edition. This teacher's guide provides 10 interactive lesson plans to educate youth about the consequences of violence. The lessons explore the different kinds of violence in society, conflict resolution through mediation, the behaviors that constitute sexual harassment, statistics on violence, ways to avoid domestic violence and the use of deadly force, the impact of television violence, sentencing enhancement statutes for gang activity, non-violent theories of social change, the problems facing minorities in Germany, and foreign policy alternatives to ethnic violence, civil wars, and genocide. The teaching strategies challenge students to solve problems peaceably through mediation and creative thinking. Beginning with the premises that respect is an unalienable right and that disrespect has no place in a democracy, the first priority of this curriculum is to foster respect for the inherent worth of all human beings. Once respect is established, the second step to avoiding violence is to reflect, to have the courage to think and to act clearly. Resolution, the third step, implies choosing an alternative that will allow everyone to walk away from a conflict with their worth as an individual intact. The book provides handouts to supplement mediation exercises, suggestions for resource persons, and guidelines for implementing a mediation program. Descriptors: Citizenship Education, Conflict Resolution, Discipline, Family Violence

Fogg, Richard W. (1972). Some Effects of Teaching Adolescents Some Creative, Peaceful Conflict Resolution Approaches. The field of conflict resolution in the social studies curricula is considered in this paper. The author presents a repertoire of creative and peaceful conflict resolution approaches in a copyrighted appendix. Techniques are described and contrasts are drawn with current social studies curricula. Some of the effects of teaching part of the repertoire to some high school students is reported. The proposed creative, peaceful approaches to international conflict are organized into six categories based on what dimension of a conflict is mainly involved: the parties involved, the bases of conflict, the location, the timing, the nature of the involvement, and the causes. It is suggested that the value of including conflict resolution in social studies curricula is that creative, peaceful approaches can provide options that can reduce the necessity for a persisting stalemate, can reduce the need for tension to continuously escalate while negotiation continues, and can reduce the likelihood of exhausting all the promising nonviolent strategies for dealing with a particular crisis.   [More]  Descriptors: Adolescents, Affective Behavior, Attitude Change, Conflict Resolution

Henderson, Karla A.; And Others (1986). Camping and the Nuclear Drama, Camping Magazine. Outlines effects on children of nuclear war threat and suggests that camping experiences can give children reasons to hope for and ways to work toward a peaceful world. Recommends 11 ways for camp staff to involve campers in social changes necessary to address nuclear issues. Includes resources list. Descriptors: Attitude Change, Camping, Change Strategies, Children

Mayers, Teena (1983). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. New Edition. Intended for secondary and college level students and teachers, this guide discusses the nuclear arms control issue. There are four sections. Section I discusses U.S. nuclear strategy from 1945 to the present, strategic nuclear weapons competition between the United States and the Union of Soviet Socialist Republics (U.S.S.R.), U.S. administrations and U.S.S.R. counterparts, and international concerns. Section II examines characteristics of nuclear weaponry, the MX missile, defense systems, and the source of authorization for the release of U.S. nuclear weapons. Section III focuses on the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns. Topics discussed in the concluding section, section IV, include the effects of nuclear war and civil defense. Arms control terms are defined, and acronyms used in nuclear weapons issues are listed. An index is provided. Descriptors: Abbreviations, Civil Defense, Controversial Issues (Course Content), Definitions

Howard County Board of Education, Clarksville, MD. (1970). A Curriculum Guide in Elementary Social Studies: Man in a Changing Society. Grade Five. This grade 5 social studies curriculum unit presents a course on Man In A Changing Society. An objective of the instructional program for this level is that the student broaden his perspective of the concept "man" from the family, community, and the state to understand his nation as a changing society. Units for study are: 1) A Nation Evolves From Immigration; 2) A Nation Emerges Through Conflict To A World Power; 3) Man and His Government; and, 4) Scarcity Is a Constant Reality (Optional). Format of the guide is consistent with this series, stating objectives and giving curriculum content in these major divisions: 1) Concepts; 2) Teaching Strategies; 3) Content and Materials; 4) Varieties in Strategies and Content; and 5) Evaluation. A specific objective of the fifth grade program is the improvement of social and academic skills through opportunities of individualized or small group work. Related documents are: SO 001 185 through SO 001 189.   [More]  Descriptors: Acculturation, Citizenship, Civil War (United States), Colonial History (United States)

Kreidler, William J.; Whittall, Sandy Tsubokawa (1999). Early Childhood Adventures in Peacemaking: A Conflict Resolution Activity Guide for Early Childhood Educators. Second Edition. This early childhood curriculum (ages 3-6) uses games, music, art, drama, and storytelling to teach young children effective, nonviolent ways to resolve conflicts and provides caregivers with tools for helping young children develop key conflict resolution skills. Following an introductory chapter, Chapter 2 provides guidance in assessing the needs of an early childhood program and provides strategies for implementing the Peaceable Program. Chapters 3 through 9 focus on the five key themes of the Peaceable Program: communication, cooperation, expressing emotions and managing anger, appreciating diversity, and conflict resolution. Each of these chapters reviews the developmental issues involved in the area; provides guidance in setting goals for children, identifying needed skills, and assessing progress; and includes tips and troubleshooting strategies. Chapters 10 through 15 detail classroom activities using music, puppets, storytelling, and parachute play. Chapter 16 includes ways to involve parents in building a Peaceable Program, and includes letters for parents and reproducible tip sheets with suggested activities to support the classroom program. Descriptors: Art Activities, Classroom Environment, Conflict Resolution, Curriculum Development

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