Bruno, Maria F. (1992). Madonnas, Whores, and the Persian Gulf War. Feminist Teacher, v7 n1 p20-21,34 Fall. Discusses reactions and attitudes of students in a women's studies course during the Gulf War. Contends that the imagery of war as a sexual, phallic event was a major topic of class discussion. Presents excerpts from teacher and student conversations. (CFR)…

Boose, Donald W., Jr. (2000). Fighting While Talking: The Korean War Truce Talks. OAH Magazine of History, v14 n3 p25-29 Spr. Summarizes the issues and problems involved in the Korean War truce talks that eventually spurred the signing of the armistice agreement on July 27, 1953. Focuses on the reparation of the prisoners of war and the Military Demarcation Line and Demilitarized Zone. (CMK)…

Kowalczyk, Sandra; Wright, Mary F. (2000). Peace by Piece: The Freeing Power of Language and Literacy through the Arts. English Journal, v89 n5 p55-63 May. Describes a number of class activities and student projects that the authors have used to teach the language and literature of peace in seventh- and eighth-grade reading and language arts classes, via theme-based units, interdisciplinary projects, and original theatrical student productions that celebrate language and literacy through the arts. (SR)…

Katz, Yaacov J.; Yablon, Yaacov B. (2001). Internet-based Group Relations: A High School Peace Educational Project in Israel. Educational Media International, v38 n2-3 p175-82 Jun-Sep. Describes how Internet-based group communication was used as the major strategy to promote the societal values of understanding, equality, tolerance, and peace between Jewish and Bedouin Arab high school students in Israel. Discusses changes in student attitudes and considers the prognosis for long-term change and cooperation between the two groups. (Author/LRW)…

Galtung, Johan (1998). The Peace Movement: An Exercise in Micro-Macro Linkages. International Social Science Journal, n157 p401-405 Sep. Provides information on the socio-historical background of the peace movement explaining that it stands not only for a challenge to governmental monopoly but also for a general reduction of the instruments of violence. Offers various remarks on the peace movement strategy. (CMK)…

Eide, Asbjorn (1998). The Historical Significance of the Universal Declaration. International Social Science Journal, n158 p475-97 Dec. Explains the historical significance of the Universal Declaration of Human Rights. Focuses on the initiative for the Declaration and its elaboration, the precursors to modern human rights, the foundation of the Declaration, the rights contained in the Universal Declaration, three modes of human rights analysis, and global governance and human rights. (CMK)…

Cahill, Michael L. (2006). Every Student a Leader. Principal Leadership, v6 n5 p34-38 Jan. The middle level years are an important period of transition for adolescents. Middle level students have giant hearts–they want to save the world, and they are learning how to reach outside of themselves to empathize and care about others. At Millburn Middle School in New Jersey, where the author is principal, staff members found a way to help channel and organize the incredible energy their students bring to school. Millburn's leadership programs, both curricular and after school, are founded on the pillars of character education and the philosophy that every student can be a leader and contribute his or her time and talent to improve the community. The school requires all sixth graders to take a leadership class that focuses on peaceful conflict resolution. In seventh grade, students learn leadership skills in a technology class that helps them explore their understanding of character. In eighth grade, students are eligible to participate in the peer leadership program, where they… [Direct]

Osborne, Ken, Ed. (1995). Teaching about the United Nations. Manitoba Social Science Teacher, v22 n1 Sep. This theme issue focuses on the 50th anniversary of the founding of the United Nations. Articles deal with aspects of the United Nations and include suggestions for teaching about the United Nations and using various teaching materials. Articles in this issue include: (1) "Celebrating United Nations Day" (Ken Osborne); (2) "Educating for World Citizenship" (Douglas Roche); (3) "A United Nations Unit Outline" (Ken Osborne); (4) "Canadian Reference Guide to the United Nations: A Study Guide" (Lloyd Nelson; Tony Rice); and (5) "The United Nations Charter: Notes and Comments" (Ken Osborne). (EH)… [PDF]

(1985). The Thursday Night Group. History and Social Science Teacher, v20 n3-4 p83-84 Spr. A Los Angeles based grassroots organization, the Thursday Night Group, promotes the vision that the world can be different and that we all–adults and children–can do something to find solutions to the nuclear threat. How the group serves as a resource to elementary and secondary schools is described. (RM)…

Alexander, Susan; Totten, Sam (1985). Annotated Bibliographies. Georgia Social Science Journal, v16 n2 p54-68 Spr. Intended for elementary, secondary, and college teachers, this listing cites print materials dealing with nuclear warfare. Included are nonfiction, fiction, journals, newsletters, curriculum materials, and organizations. (RM)…

Edwards, Amy N.; Larbalestier, Tiffany Farrell; Walker, Tim (1995). The United Nations at Work: The Challenge of Building Global Peace [and] Teacher's Guide. This booklet for juvenile readers describes the creation, structure, and activities of the United Nations. The book also examines how the role of the United Nations has changed since the end of the Cold War, citing specific UN actions and the issues surrounding difficult and expensive operations. The booklet provides an overview of ideas about how the organization can successfully respond to future crises and considers the debate over what kinds of future role, if any, the United States should have in the United Nations. The teachers' guide offers classroom activities, handouts, and test materials around which teachers can create a comprehensive lesson plan to help students understand the United Nations' evolving role in international events especially its peacekeeping and humanitarian missions of the last 50 years. (EH)…

Ankrim, Ernest M. (1990). International Economics: A Path to Understanding the World. Social Education, v54 n2 p90-92 Feb. Explains that economics is the science of choice based on the limited resources of the world, and that teaching about how the world's people make those choices creates better global understanding. Advocates teaching economics with an international perspective because most national economies are no longer self-contained but internationally integrated. Includes three lesson plans. (GG)…

Furlong, Lisa (1998). Places of Peace. Zip Lines: The Voice for Adventure Education, n34 p22-27 Win. Describes Adventures in Peacemaking, an after-school program that teaches conflict-resolution skills to children ages 5-12 through the use of noncompetitive games and play. Sidebars depict a conflict escalator and a win-win grid. (TD)…

Goldman, Ralph M. (1971). \Roles People Play\ Kit. The draft materials in this kit were prepared for classroom experimentation employing the role instruction approach to social studies and occupational instruction at elementary and secondary levels. A major aspect of socialization consists of the roles one learns. Role instruction is designed to transmit role information in a deliberate and systematic manner so that each student can: a) become fully aware of the role learning in his daily experiences; b) grasp the implications of different roles for his social and occupational life; and, c) comprehend the impact of role-learning on the development of his own personality. The kit contains cards and booklets (the latter not yet available) that may be used by both students and teachers. Cards include: 1) basic concept cards, explaining the meaning of role, personality, and position; 2) role information cards, describing the various kinds of information units related to each social role; 3) orienting discussions, to introduce the… [PDF]

Arnold, Dwight L. (1972). New World Teaching and Guidance Project. Final Report. This directory to activities, organizations, careers, and studies for individuals and groups who are interested in promoting world peace contains ten sections on means and ways to contribute toward world order: 1) presents ideas that stimulate thinking and research on war, peace, and the challenge of peace; 2) suggests some existing world peace careers; 3) deals with new developing careers for peace; 4) lists sixty-five volunteer and service organizations working for peace; 5) describes studies, research, and information; and, moreover, gives ideas of what each individual can do for world peace; 6) lists a number of colleges offering peace studies programs; 7) mentions factors of conflict resolution, and provides a few ideas on how to make conflict resolution an effective aspect of school programs; 8) deals with the importance of developing new values and life purposes; 9) gives information and title of books (written for various grade levels in school) about the lives of great… [PDF]

Hughey, Alice L.; Rockey, Sherry (1988). Thinking Globally…Acting Locally: A Citizen's Guide to Community Education on Global Issues. This guide provides a practical tool for organizing locally-based citizen education programs with information on obtaining helpful resources and tips on making national security issues relevant to the public. The purpose is the make the global have more local application and encourage public discourse on global issues. The volume contains seven chapters: (1) "Getting Started"; (2) "Framing the Issues"; (3) "Choosing a Format"; (4) "Raising Funds"; (5) "Media Component"; (6) "Reaching Out"; and (7) "Evaluating the Project." Appendices provide supplementary information on organizations and resources that can help. (EH)…

Lane, Pamela S. (1995). Conflict Resolution for Kids: A Group Facilitator's Guide. In an effort to counteract the violent and negative conflict resolution messages children receive from the mass media, schools throughout the United States are now teaching healthy problem-solving skills on a personal level. This book presents an outlined approach to the implementation of a conflict resolution experiential group, designed to be administered in five sessions. For each session, the materials required, session time, goals, activities, and evaluation considerations are given. The hands-on tasks are designed to develop conceptual understanding about cooperative versus competitive ways to solve problems. The book provides activities for five sessions and information on evaluating the impact of the individual sessions as well as the program as a whole. Contains numerous illustrations. (JE)…

Blanton, Eileen; Schroeder, Judy (1995). Peace Talks: Classroom Activities To Enhance Communication and Conflict Resolution Skills. These lesson plans describe some of the basic conflict resolution lessons developed and used over the past years. The collection focuses on seven communication skills, sequenced from skills and activities that generally require the least amount of trust to those that require more. The skills identified include: (1) attention; (2) observation; (3) feelings of identification; (4) self-disclosure; (5) active listening; (6) open questions; and (7) assertion. Students progress through a series of activities to develop these skills and then work through conflict resolution simulations for win-win problem solving. Activities can be adapted to meet the needs of individual classrooms and can be used in an interdisciplinary fashion. Contains a 15-item conflict resolution bibliography. (EH)… [PDF]

Hess, Susan A.; Wampler, Faye H. (1990). Conflict Mediation for a New Generation: Training Manual for Educators. This manual is designed to assist the school and trainers in preparing students to become peer mediators. The program seeks to find peaceful solutions to problems, and recognizes that conflict is a natural process and that students can solve their own problem and are responsible people. The format puts introductory and program startup materials first. Following are the schedules and activities for elementary, middle, and high school levels. Some activities are used at all three levels. When an exercise is used at more than one level, it has been put in the elementary section. The page number for the exercise is given in subsequent sections. Objectives for this manual include: (1) to serve as a supplement to the conflict mediation workshop, which is largely experimental; (2) to provide educators with training materials to use with students in implementing a peer mediation program; and (3) to serve as a resource for educators who wish to teach students conflict resolution skills…

Bodine, Richard; Crawford, Donna (1996). Conflict Resolution Education. A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. Program Report. This guide was developed for educators, juvenile justice practitioners, and others in youth-serving organizations to increase awareness of conflict resolution education and its potential for the peaceful settlement of disputes. Conflict resolution programs can help schools promote both the individual behavior changes necessary for responsible citizenship and the systemic change necessary for a safe learning environment. The guide is designed to provide sufficient information and tools to initiate the development of comprehensive youth-centered conflict resolution programs. Chapter 1, "Understanding Conflict Resolution," defines conflict as a natural condition and presents the essential principles of conflict resolution. Each of the next four chapters discusses one of the following approaches to conflict resolution: (1) the process curriculum approach; (2) the mediation program approach (peer or other mediation); (3) the peaceable classroom approach; and (4) the peaceable… [PDF]

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Secondary School Kit on the United Nations. This kit for 14-16 year-olds introduces high 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 23 units…

Bohan, Bridget; O'Hotto, Twila; Thomas, Cynthia; Webb, Farren (1995). Conflict Activity Cards. Grades K-5. These activity cards represent a way for teachers to supplement the content of the curriculum with activities that address the concept of conflict. Students become aware of conflicts in their lives and discover individual methods for coping with those conflicts. The cards contain action-oriented activities to enable students to learn through active participation and first-hand experience. Each card presents a conflict concept based on identified objectives of the unit and then provides opportunities for application of the concept to other real life or personal situations. The cards are loosely arranged in ascending order according to the objectives and can be adapted to fit different age groups and students. Objectives include: (1) recognize and identify various kinds of conflict; (2) discover the presence of conflict in every day life; (3) recognize the presence of power, emotion, and violence in conflicts; (4) identify and understand all sides of a conflict; (5) accept…

Lockwood, Anne Turnbaugh (1993). Preventing Violence in Our Schools. Research and the Classroom, n3 Spr. The incidence of school violence has increased in recent years. In response to the escalation, Deborah Prothrow-Stith developed a violence prevention curriculum to be taught in high schools; it has also been used in middle schools. The first section of this journal issue's report, \Confronting an Epidemic\ offers details of Prothrow-Stith's program, the goal of which is to teach students anger management and good conflict-resolution skills. The program is 10 sessions in length, each session designed to last 1 class period. The sessions involve discussions on violence in America compared to other countries and how friend and family violence are a major part of the problem. The issue of fighting receives special attention and is the climax of the curriculum. The evidence of success of the curriculum lies in the anecdotal stories from teachers and principals who report fewer fighting incidents in the schools. The second article in this report, \A Little Window of Hope\ describes a…

(1987). Strategies of Action for Strengthening the Associated Schools Project in the Asia-Pacific Region. Final Report of a Regional Meeting to Formulate Strategies of Action for National Co-ordinators of Unesco Associated Schools Project (Bangkok, Thailand, December 16-22, 1986). Results of a regional meeting to assess the current situation of the Associated Schools Project and to develop strategies of action at the national level are presented in this report. Twelve observers from China and Thailand and 16 representatives from 10 countries participated in the meeting. Participating countries included Australia, Bangladesh, China, India, Indonesia, Japan, Pakistan, Philippines, Republic of Korea, and Thailand. Contents include an overview of the educational situations in the individual countries, and a discussion of problem areas and action strategies. The four problem areas include: (1) selection, distribution, and expansion of associated schools; (2) implementation of an educational program for international understanding; (3) activities beyond the immediate school scope; and (4) maintenance of program vigor. Appendices include meeting agenda, reports, and activities. (LMI)…

DeKock, Anita, Ed. (1986). US-Pacific Security, Soviet Economy, US-Mexico Relations, Problems in Nonproliferation. Report of the Strategy for Peace, US Foreign Policy Conference (27th, Warrenton, Virginia, October 16-18, 1986). The goal of the Stanley Foundation is to encourage study, research, and discussion of timely international issues in such a way as to promote understanding of and tolerance for their complexity and to contribute to a secure peace with freedom and justice. Presented are four conference reports with a common characteristic. In each case, the United States has been executing policies which have been moderately successful but which are based on broad assumptions that may no longer be valid. In some cases, the assumptions are dated. In others, they are based on a view of circumstances which is too limited or overly simplistic. The discussion topics included are: (1) "The US and the Future of Pacific Security"; (2) "The Soviet Economy and US Policy"; (3) "US Policy toward Mexico"; and (4) "The Nonproliferation Regime and the Problem Countries: Bridging the Gap." The report is illustrated with black and white photographs. (BZ)… [PDF]

DePorte, A. W. (1984). The Atlantic Alliance at 35. Foreign Policy Association Headline Series, No. 268. One in a series of booklets whose purpose is to stimulate greater and more effective understanding of world affairs among Americans, this six-chapter report examines the North Atlantic Treaty Organization's (NATO) first 35 years and probes the extent to which the alliance can find common ground on the perennial issues of military doctrine, burden-sharing, global strategy, and international economics. "The Balance Sheet" outlines NATO's development. "The Security of the North Atlantic Area" looks at technology and nuclear strategies. "Grand Strategy?" identifies the areas in dealing with the Soviet threat. "The Third World" examines NATO responses outside its scope. "Economic Relations" looks at the severe economic problems of NATO. "The Future" considers the alliance's future. The "Talking It Over" section offers questions for students and discussion groups. The report includes maps, charts, and suggested…

Wiberg, Hakan (1984). The Development of Peace Research in the Universities of the Europe Region. Higher Education in Europe, v9 n2 p15-25 Apr-Jun. Issues in the definition of peace research are discussed, the origins and founding institutions of peace research in Europe are chronicled, and the status of peace research projects and programs in universities in the European countries and related conferences, organizations, and publications are outlined. Nordic and socialist countries are included. (MSE)…

Mayton, Daniel M., II; Palmer, B. James (1996). The Measurement of Nonviolence. This paper reviews the assessment measures developed to recognize nonviolent dispositions. Based on computer searches of the Psychological Abstracts (PsychLit) database, the document identifies the best measures for assessing nonviolence such as: (1) The Nonviolence Test developed by Kool and Sen (1984); (2) the Gandhian Personality Scale developed by Hasan and Khan (1983); and (3) the pacifism scales developed by Elliott (1980). Each assessment measure possesses certain limitations and/or is only appropriate for adults. The review concludes with recommendations for the development of new instruments for use with children and adolescents which incorporate the philosophy of Gandhi and current theory of aggressive behavior. (Contains 17 references.) (Author/EH)… [PDF]

Foudy, Patricia; Hedlund, Kerren; Nunez, Lucia (1995). An Agenda for Peace: The Role of the United Nations. Highlighting the 50th anniversary of the United Nations, this six-lesson unit of study addresses the history of the United Nations; the concepts of peace and conflict; and the topics of peacekeeping, development, relief, and the environment. One hundred handouts, suitable for transparency reproduction or classroom distribution, feature the United Nations charter and conventions; statements of past Secretary Generals and Nobel Laureates; political cartoons and newspaper clippings; and statistical charts, graphs, and maps. The lessons provide teacher preparation guidelines, recommendations for equipment and materials, suggested time needed for the lessons, and optional activities. Nine appendices conclude the unit and include text and film bibliographies, glossaries of political and environmental terms, time lines of United Nations and Nobel Peace Prize awardees, an optional lesson plan for the film, "Blue Helmets," and an introduction to cooperative learning methods. (WG)…

Smock, David R., Ed. (1997). Creative Approaches to Managing Conflict in Africa: Findings from USIP-Funded Projects. Peaceworks No. 15. This report shares some lessons of projects, programs, and interventions that have identified or implemented innovative approaches to managing Africa's conflicts, and examines their potential applicability to other conflicts there or elsewhere. All of the projects described in the report have been supported by grants from the United States Institute of Peace. The report draws lessons from each case about how to replicate successes or turn past failures into future successes. Case material in the report is drawn from many parts of the African continent (Liberia, Ghana, Nigeria, Angola, South Africa, Mozambique, Somalia, Ethiopia, Sudan, Eritrea, Uganda, Zaire, Mali, Benin, Tanzania, Burundi, and Rwanda). The report offers the following articles: (1) "Innovative Diplomatic Initiatives" (Herman Cohen); (2) "NGOs Engaged in Preventive Action" (Barnett Rubin); (3) "Democratic Reform and Reform of African Militaries" (Julius Ihonvbere); (4) "Training for… [PDF]