Bibliography: Peace Education (page 258 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 Jack R. Stone, Norma L. Day-Vines, Sheila C. Convis, Larry Minear, William A. Nesbitt, Melanie L. Merkle, New York United Nations Association of the United States of America, Robert M. Jackson, Jack M. Holl, and John Zane.

Zane, Polly; Zane, John (1976). The Native Americans: Teacher's Guide [And 12 Student Booklets]. In this unit, students from grades 4 through 12 study the cultural areas, traits, and life-styles of the North American Indians before settlement by the white man. Students examine the cultural traits of the Indians who live in 12 cultural areas to note the cause-and-effect relationship of traits to the environment and to make comparisons between cultural areas. The materials consist of 12 student booklets and a teacher's guide which contains learning activities, library research topics, discussion questions for each cultural area, and a six-page selected bibliography of student and teacher books. There is a student booklet on each of the following 12 areas: arctic, subarctic, northwest coast, california, plateau, great basin, southwest, plains, prairie, northeast, southeast, and meso-American. Short readings provide students with background information on the area's geography and climate and on the area's Indian society, including a description of its food, clothing, shelter, arts and crafts, and leaders. Responding to questions asked by the teacher, students discuss and examine their findings. They also participate in many class activities such as writing short stories, drawing maps, making sketches of Indian artifacts and jewelry, drawing a floor plan of the inside of a longhouse, and doing library research. Although the teacher's guide and student booklets are available on microfiche, 12 portrait drawings for display and a chart which outlines the cultural traits of each area are available only in hard copy from the publisher.   [More]  Descriptors: American Indian Culture, American Indians, Art, Bibliographies

Busselle, Tish (1971). Conflict Resolution Unit. This 7-day unit, intended for use with secondary students, contains a statement of rationale and objectives, lesson plans, class assignments, teacher and student bibliographies, and suggestions for instructional materials on conflict resolution between individuals, groups, and nations. Among the six objectives listed for the unit are: 1) explain why the actions of both individuals and nations differ due to differences in their cultural experiences, values, perceptions, goals, and expectations; 2) identify the reasons that conflicts occur in the present international system; and, 3) list and compare the kinds of alternative techniques available in the present international system to deal with conflict. A variety of classroom experiences are utilized to help the students achieve these objectives, including presentation and discussion of the film, Little Island; use of the Cuban Missile Crisis as a case study; role playing; and classroom games to illustrate bargaining techniques. A reading on conflict resolution and accompanying exercises are also provided.   [More]  Descriptors: Case Studies, Class Activities, Conflict, Conflict Resolution

Peterson, Deena, Ed. (1975). A Practical Guide to the Women's Movement. An essay, a directory, a reading list, and consciousness-raising guidelines are intended to provide a vehicle for personal change and resources for organizational development. The guide begins with an essay on the women's movement today. A directory, which comprises the first major section of the guide, describes organizations which provide resources or services to women on a national level. General organizations and groups that deal with over 30 different women's issues, such as abortion, childcare, religion, rape, the media, and sports, are listed. The annotated reading list, which comprises the second major section of the guide, cites books and journal articles on a variety of topics. The categories of the directory and the reading list coincide as nearly as possible to facilitate research. The guide concludes with consciousness-raising guidelines for black women and for young women. An index is provided. Descriptors: Abortions, Athletics, Blacks, Contraception

Nesbitt, William A.; And Others (1973). Teaching Youth About Conflict and War. Teaching Social Studies in an Age of Crisis. Number 5. This social studies guide for teachers, interdisciplinary in nature, offers an introductory, objective approach toward the study of conflict and war. The basic underlying assumption of the book is that the institution of war represents a problem to be studied and is amenable to human intervention and resolution. Teachers are encouraged to employ inquiry and discussion techniques which force youth to raise and analyze values and issues dealing with conflict. The book is arranged into six chapters. Chapter one, offering a few theories on the sources of attitudes toward war, reviews historical, philosophical, sociological, economic, biological, philosophical, moral, and ethical factors involved in war. Aspects of conflict and its control — particularly the nature of group conflict — are dealt with in chapter two. In chapter three an actual experiment of inter-group conflict which can serve as a model of the dynamics of conflict is described. Chapter four provides suggestions for a number of topics and sources of materials for building a classroom unit. A classroom game of conflict and cooperation is presented in chapter five. The final chapter, sources and resources, contains annotated bibliographies of: background books, classroom materials, and miscellaneous materials.   [More]  Descriptors: Attitudes, Books, Class Activities, Conflict

Minear, Larry; Weiss, Thomas G. (1995). Humanitarian Politics. Headline Series No. 304. This booklet examines the issue of humanitarian aid in times of crises and how the political and military conditions that generate the need for humanitarian action have changed in the post-cold-war era. There are different faces of civil war, changes in international assistance, and complex emergencies that demand new world responses to help those caught in need. Political realities must be taken into account as the human-needs agenda is addressed. The book has five chapters. Chapter 1, "Humanitarianism and Politics," examines prevailing understandings of humanitarianism and politics. Chapter 2, "Humanitarian and Political Actors," outlines the major actors in today's crises. Chapter 3, "Getting the Relationship Right," provides examples of different ways of responding to these crises. Chapter 4, "Looking to the Future," suggests changes in approach in response to crises. Chapter 5, "Implications for U.S. Policy," presents challenges to U.S. policy. The book concludes that humanitarian action needs to be clearer about its possibilities and limitations while politics needs to be infused with humanitarian dimensions. The volume includes an annotated reading list and a set of discussion questions for classroom use.   [More]  Descriptors: Altruism, Conflict, Cooperation, Foreign Countries

Armacost, Michael H. (1987). U.S.-Soviet Relations: Testing Gorbachev's "New Thinking." Current Policy No. 985. Forty years ago, George F. Kennan advanced the doctrine of containment against Soviet encroachment throughout the world. The Soviet Union has evolved from a Eurasian land power into a global superpower. In an effort to create an international environment congenial to domestic reforms, Soviet leader Mikhail Gorbachev has sought greater tranquility along Soviet borders. He seeks to exploit latent anti-nuclear sentiment in Europe and to challenge the conceptual underpinnings of Western deterrence. While an Intermediate-range Nuclear Forces (INF) agreement would represent a major victory for the North Atlantic Treaty Organization (NATO), there are some who fear Gorbachev's moves represent a more subtle and effective means of removing the U.S. nuclear presence from Europe. This would leave a denuclearized Europe alone to face numerically superior Soviet conventional forces. These concerns can be dealt with by recognizing that NATO will need to retain a significant nuclear element in its strategy of flexible response. That element will be composed of nuclear warheads on INF aircraft and U.S. submarine-launched ballistic missiles. Gorbachev is also attempting to improve relations in the Far East and to exploit the turmoil in the Persian Gulf area. However, any significant change in the conduct of Soviet foreign policy will only gradually emerge. The future U.S.-Soviet relationship is likely to continue to contain elements of conflict and cooperation. A firm, consistent, and patient policy can help the U.S. attain its foreign policy goals.   [More]  Descriptors: Diplomatic History, Disarmament, Foreign Countries, Foreign Policy

National Committee on United States-China Relations, New York, NY. (1971). Notes from the National Committee. Volume 1, Number 3. The newsletter of this national organization presents commentary on the foreign policy relationship between the United States and China and cites relevant current information. In the summer, 1971 issue introductory comments on the Taiwan policy dilemma appear, as well as announcements of study programs, conferences or symposia, and field staff activities. A main section, China in the News, summarizes current news items based largely on New York Times, Washington Post, and Far Eastern Economic Review Sources. Proposals of Senators and private organizations for alternatives and change in United States policy toward China are outlined in the article "China Policy–Which Direction?". Topics covered in the various proposals include United Nations membership, the Taiwan question, as well as travel and trade policies. In addition, specific texts of U.N. Draft Resolutions are given. The newsletter provides an annotated bibliography on China Resources, citing book and magazine materials, forthcoming television programs, and interview tapes available from the Committee. Those interested in receiving the newsletter regularly should request that their name be placed on the mailing list.   [More]  Descriptors: Asian History, Communism, Foreign Countries, Foreign Policy

United Nations Association of the United States of America, New York, NY. (1973). Teaching Materials on the UN: An Annotated Bibliography for Elementary and Secondary Schools. This annotated bibliography is the result of an effort to facilitate and stimulate teaching about the United Nations by bringing together, from a wide variety of sources, materials recommended for school use by educational authorities. Special emphasis is placed on new development in teaching about international understanding and extracurricular opportunities for student involvement. The bibliography is divided into the following categories: (1) curriculum aids for teachers including approaches and methods, curriculum units and promising practices, audiovisual material, and sources of information; (2) student participation both within the classroom and beyond, including summer opportunities; (3) background materials about the UN in general and about many of its special agencies; and (4) books for student reading. Most entries date from the late 1960's and early 1970's. Each item listed is available through the UN agencies, publishers, and organizations listed at the end of the bibliography or through information accompanying the entry.   [More]  Descriptors: Annotated Bibliographies, Audiovisual Aids, Bibliographies, Civil Liberties

Holl, Jack M.; Convis, Sheila C. (1991). Teaching Nuclear History, History Teacher. Presents results of a survey of the teaching about nuclear history at U.S. colleges and universities. Reports the existence of a well-established and extensive literature, a focus on nuclear weapons or warfare, and a concentration on nuclear citizenship, therapy, or eschatology for courses outside of history departments. Discusses individual courses and departmental approaches. Descriptors: Controversial Issues (Course Content), Course Content, Course Objectives, Diplomatic History

Stone, Jack R. (1971). Social Studies: International Trouble Spots. This elective course of study for grades seven through nine is part of a total effort to revise curriculum to fit the quinmester administrative organization of schools. The intent is to equip students to meaningfully analyze current events. Emphasis is placed on understanding the complex underlying political, economic, racial, and religious causes for conflict and alternatives for resolving conflicts. The guide is divided into four sections: 1) a broad framework of goals; 2) international course content outline; 3) lists of objectives and learning activities picturing the concept and behavioral objectives for a set of learning activities that incorporates case studies of current world trouble areas such as Southeast Asia, the Middle East, South Africa, Divided Germany, India and Latin America; and, 4) recommended textual and alternate materials, including supplementary suggested teacher resources. Related documents are SO 002 709 through SO 002 718.   [More]  Descriptors: Activity Units, Behavioral Objectives, Case Studies, Conflict Resolution

Day-Vines, Norma L.; And Others (1996). Conflict Resolution: The Value of Diversity in the Recruitment, Selection, and Training of Peer Mediators, School Counselor. Discusses issues of diversity as program objectives in recruiting, selecting, and training peer mediators. Asserts that coordinators of peer mediation programs should select mediators that represent a cross section of the student body that reflects sensitivity to the school's demographic composition. Descriptors: Antisocial Behavior, Arbitration, Conflict, Conflict Resolution

Lhowe, Mary, Ed. (1996). Charting Russia's Future in the Post-Soviet Era. 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 consider Russia's future as if they were Russian. Background readings provide information to help students address policy issues and include: (1) "Lessons from Russia's Past"; and (2) "Exploring the New Russia." Once students have discussed background issues they are faced with the policy options: (1) "Strength in Unity"; (2) "Proceed with Caution"; and (3) "Look Outward." The second section asks students to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The core of the section offers three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a clearly defined philosophy about Russia's place in the world and offers broad guidelines on fundamental public policy issues in Russia. The background reading prepares students to assess Russia's policy choices. Part 1 surveys four key periods of reform in Russian history, ranging from the reign of Peter the Great to the Gorbachev era. Part 2 reviews the momentous changes that have taken place in Russia since the collapse of the Soviet Union, focusing in particular on new political thinking, economic reform, and Russia's evolving international relations. The unit involves role playing as well as policy research and debate. (Contains supplementary documents and suggests readings at the end of section 1.) Descriptors: Developing Nations, Diplomatic History, Foreign Countries, Foreign Policy

Karnow, Stanley (1989). In Our Image: America's Empire in the Philippines. Headlines Series 288. This brief issues booklet provides basic information about the emerging democracy in the Philippines, as of 1989. The topics covered include the following: (1) "All in the Family"; (2) "The American Legacy"; (3) "An Enduring Presence"; (4) "Revolution: The Overthrow of President Marcos"; and (5) "Democracy Restored: Cory Aquino Victorious." A list of discussion questions and a 15-item annotated reading list conclude the booklet.   [More]  Descriptors: Colonialism, Conflict, Diplomatic History, Foreign Countries

Jackson, Robert M.; And Others (1973). Simulated International Politics: Classroom Exercises. The manual consists of six easy to use simulation exercises for foreign relation classes at the secondary level. The games are designed to teach decision making skills, to sensitize students to the manner in which Americans have come to view the world, to help students understand the need to manage problems before they become too severe, and to demonstrate the impact of coalitions on the political stability and development strategies of developing nation states. The following games are included: (1) The Premier's Speech, (2) The Bargaining Process, (3) Crisis Management, (4) Guns or Butter, (5) Food Crisis, (6) Latin America Coalition Game. The purpose of the exercise, the game format, specific instructions for running the game, and questions which can be raised in the post-game debriefing period are provided for each simulation. All materials necessary for playing each game are included in the manual. Descriptors: Class Activities, Conflict, Decision Making, Developing Nations

Gulick, Thomas G.; Merkle, Melanie L. (1983). The Model U.N. Program: Teaching Unreality. A United Nations Assessment Project Study. The Heritage Foundation Backgrounder No. 282. An evaluation of the instructional materials used by high school and college students who participated in the Model United Nations Program showed that the program is uncritical of the United Nations (U.N.) and biased against the United States and the West in general. These materials are strongly promoted by many prominent educational professional organizations. Examples of some of the biases found follow. The core curriculum being taught through the materials is the New International Economic Order (NIEO), which teaches that capitalist nations are exploiting poorer nations and that the solution to this exploitation is the massive redistribution of wealth from the developed nations to the Third World. There is no analysis of the internal problems of developing countries. Other curricula support the U.N. continual condemnation of Israel and South Africa, never mentioning PLO terrorist activities, the training of Angola troops by Soviet advisors, or the extensive U.N. funding of Marxist guerilla groups. Other areas of bias were found in the way the materials treated population, food, disarmament, U.N. peacekeeping, and human rights. A balanced program in international affairs is urgently needed.   [More]  Descriptors: Bias, Capitalism, Civil Liberties, Conferences

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