(2001). Educating for a Culture of Peace in Refugee Camps. Childhood Education, v77 n6 p375-78. Describes the "Living Values Activities for Refugees and Children Affected by War" program and its use in two refugee camps in Thailand. Details how the program provides children an opportunity to relate their experiences in an accepting environment and offers some tools for dealing with emotional pain, while helping them develop positive social and emotional skills. (SD)…
(2005). The Role of Peer Bystanders in School Bullying: Positive Steps Toward Promoting Peaceful Schools. Theory Into Practice, v44 n4 p329-336. Bullying and harassment are pervasive problems in schools, with interventions to counter bullying now regarded as a matter of high priority by educational authorities. This article considers the impact of bullying on victim and bully. It also explores the role of peers as bystanders in school bullying. Australian research is described, examining peer perceptions and responses, together with factors associated with bystander behavior. The authors' research suggests that teaching peers to cope may go some way to combating bullying in school by effecting change at the peer group level. Features of a universal coping program are given and common elements of successful antibullying interventions are highlighted. It is clear that peers play a central role in school bullying and teaching young people strategies to cope may be a positive step toward promoting peaceful schools…. [Direct]
(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…
(1981). War and Peace in Children's Literature. Pre-School through Grade Four. Designed for teachers of young children, this document examines war and peace in literature. Chapter I, the introduction, presents a review of research on children's attitudes toward war. Children's literature (especially historical fiction and illustrated works), is described as an effective medium for teaching about occurrences such as the Nazi Holocaust and the Vietnam War. The importance of authenticity in literature is emphasized, such as the need to present children with realistic rather than glorified accounts of war. Chapter II presents a critical evaluation of over 30 books produced in the 1960's and 1970's for children in preschool through grade 4. Many of the works in this annotated bibliography are fiction and narrative biographical accounts dealing with the theme of war and peace or with a setting during a period of war. Plot, theme, and style are analyzed, with recommendations regarding individual and class use. Title, publisher, date, suggested grade level, and…
(1985). The Nobel Peace Prize and Peace Studies. "Styles of Leadership: An Undergraduate Course Based upon the Prize.". An undergraduate honors course on the Nobel Peace Prize winners at the University of Maryland focuses on styles of leadership and includes three main areas of attention: (1) the inner journey, or heart of the peacemaker, (2) leadership exercised through organizations and movements, and (3) the rhetoric of the leader. The course was divided into a sequence in which each part corresponded to one of these three areas. Different prize winners were emphasized in each of these sections. The course was also designed to test different concepts of leadership and to see if the Nobel Prize winners could offer viable options for the lives of the students in the course. The weekly seminars mixed the study of the laureates, critical and analytic work, and activities such as a field interview project. Students also prepared papers for discussion at the seminar. Reports covered a wide range of possible topics dealing both with individual peace leaders or with the general topic of leadership. The… [PDF]
(1988). Developing an International Perspective in Youth Through Exchange Programs. Education and Urban Society, v20 n2 p177-96 Feb. Individualism in American culture makes students ignorant of world issues. Educators must change the students' intercultural perspectives. ASF intercultural programs offer youth an opportunity to live in another culture. The results include the following: (1) better appreciation of foreign culture; (2) ability in a foreign language; (3) more critical thinking; and (4) a lessening of materialism. (VM)…
(1985). Teaching about Nuclear Weapons. History and Social Science Teacher, v20 n3-4 p85-87 Spr. 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. (RM)…
(1984). Canada and the Third World. Journal of Geography, v83 n5 p205-11 Sep-Oct. Canada did not develop strong ties with the Third World until well after World War II. Three factors that have channeled and limited Canada's relationships with developing nations–location, history, and internal political relationships–are discussed. Also examined are patterns of Canadian foreign aid and investment and peace-seeking efforts. (RM)…
(1998). In My Small Village. This paper discusses the ideas of how to unite global villages to help create a better world. Argues that it takes just two people to begin a conversation between countries. It proposes that e-mail conversations can take place between children in classrooms in two different countries. Another benefit, besides breaking down the cultural barriers for these school children, would be to have those in developing countries correspond with those in more advanced countries in an attempt to travel the distance between the "have" and the "have-not" children of the world. (JDM)… [PDF]
(1993). World War II at Fifty: A Review Article. New England Journal of History, v50 n2 p61-68 Fall. 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. (CFR)…
(1999). Contributions of International Students and Programs to Campus Diversity. New Directions for Student Services, n86 p67-77 Sum. The authors describe the contributions of international students in helping create a diverse and multicultural campus. They argue that these students are one of the most important resources for internationalizing college and university campuses as well as the profession of student affairs. Intercultural learning could be a beacon, illuminating a world of cultural differences and a common global humanity, building blocks for a just and peaceful world. (Author/JDM)…
(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… [PDF]
(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.]… [PDF]
(1993). Building the Peace: The Resolving Conflict Creatively Program (RCCP). The Resolving Conflict Creatively Program (RCCP) is one of a growing number of grade K-12 violence prevention programs that teaches young people how to resolve conflict peacefully. It is a school-based program taught by regular classroom teachers. This report was designed to introduce criminal justice professionals to the basic concepts and strategies of violence prevention and to inspire their involvement in finding new ways to prevent violent crime among youth. RCCP includes elementary, secondary, and special education curriculums, a student-led mediation program, a parents' program, and an administrators' component. RCCP focuses on all students, not just high-risk youth. Teachers are given professional training and ongoing technical assistance and support throughout the school year. This paper describes the program's philosophy and details the 12 units in the elementary curriculum as well as the 3 unitss in the secondary program. Other areas discussed include professional… [PDF]
(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…