Mercogliano, Betsy; Mercogliano, Chris (1996). An Interview with Grandmother Twylah Nitsch. Journal of Family Life, v2 n2 p7-14 Win. 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. (LP)…

(1993). Peace Works: Classroom Activities for Peacemaking. Teaching Tolerance, v2 n1 p50-52 Spr. Classroom activities for examining effects of war and contemplating world peace are derived from the story of Sadako, a Japanese girl who died as a result of atomic bomb radiation. Making paper cranes, as Sadako did, and participating in schoolwide programs are suggested for primary, middle, and upper grades. (SLD)…

Sunal, Dennis W.; Szymanski Sunal, Cynthia (1999). Nuclear Reactions: Studying Peaceful Applications in the Middle and Secondary School. Social Studies, v90 n4 p164-70 Jul-Aug. Asserts that students must learn about nuclear fission and fusion in the social studies curriculum to help them develop a foundation for considering the social issues associated with the everyday use of nuclear reactions. Gives background on the two types of reactions and provides three lessons for middle and secondary classrooms. (CMK)…

(1994). Information Packet for Religion and World Order Program Project Global 2000. This packet describes an initiative of the Religion Council of Project Global 2000, forming a global partnership of secular and religious non-governmental organizations (NGOs) and United Nations (UN) agencies that link their expertise and networks for more just, sustainable, and peaceful world systems. The program brings together scholars, educators, and community groups from the world's major religious and spiritual traditions to participate in public discourse and action on issues of global ethics and in the shaping of policies and systems commensurate to the global-scale challenges of today's interdependent world. The objectives include: (1) create a process for religious and spiritual communities to reflect upon the contributions their traditions, scriptures, and networks can make to a shared global ethic and to the creation of systems of global governance; (2) produce reflection-action documents that will spell out the above contributions and formulate proposals for world order… [PDF]

Kelly, Janet; Stetson, Elton; Stetson, Ranae (1998). Building a Civil Society: Are Schools Responsible?. This study identified teachers' perceptions of violence in society and in schools and the responsibility of schools to help create a more civil society. Participants were 78 predominantly white elementary and secondary teachers taking a graduate class at a Texas university. Each participant completed a survey instrument, \Are Schools Responsible for a Civil Society?\ that focused on teachers' perceptions of violence in society and in the schools and asked about the causes of violence and civil disobedience, types of violence they witnessed most often, who they believed was responsible for developing a civil society, and the extent to which their schools or districts provided staff development for teachers and/or students. The final question asked what message they would like the outside world to get about the school's responsibility for violence prevention in society. Most teachers felt violence had increased in society and in their schools in recent years. About three-quarters of… [PDF]

Rivera, Charles R.; And Others (1970). The Uses of Force on Spaceship Earth: Revolution and Intervention in the '70's. A Study Guide. The relationship between internal revolution and subsequent intervention by a foreign power is examined in this guide book for senior high students. Why nations pursue a policy of military intervention and what other alternatives are available are two major questions investigated. Intervention and non-intervention are both determined policies that require evaluation of a given nation's political, economic, social, and ideological outlook before its commitment to a position. Case studies illustrating the progression of intervention from the 1947 Truman containment policy to more recent times are presented on Greece, Korea, Lebanon, the Dominican Republic, Bolivia, Czechoslovakia, and Biafra. A large number of conflicts are domestic in origin, arise out of specific incidents and disputes, stem from border security apprehension, are not decisively influenced by considerations of power balance, occur more frequently to defend governments, and occur when the international rule book is…

Sobel, Harold W. (1985). Educating for Survival: A Curriculum for the Nuclear Age. History and Social Science Teacher, v20 n3-4 p20-28 Spr. The need for nuclear education is examined, issues that should be dealt with in the classroom are discussed, and curriculum materials are described. The controversy that has arisen concerning the curriculum material "Choices: A Unit on Conflict and Nuclear War" is discussed. Implications for teacher education are examined. (RM)…

Sears, Laurie J. (1991). Authoritative Voices and the Vietnam Experience: Teaching about Vietnam during the Gulf War. Journal of Urban and Cultural Studies, v2 n1 p115-17. Experiences of a college teacher teaching a course on the Vietnam War during the Persian Gulf Crisis illustrate the impact that teaching history can have on the consciousness of students. Respect for other cultures and other races are essential before students can stop glorifying war. (SLD)…

Noddings, Nel (1992). Social Studies and Feminism. Theory and Research in Social Education, v20 n3 p230-41 Sum. Discusses feminism and its role in social studies. Suggests that adding a few female names and faces has not changed the inherent masculinity of the culture. Argues that women's contributions are overlooked because they do not fit the male model of achievement. Suggests that women's culture must be articulated in the social studies. (DK)…

Bellis, David; McGee, Tim (2000). Teaching about Korea–In Wando and Worland. Social Studies, v91 n1 p17-20 Jan-Feb. Stresses three reasons for teaching about Korea and its people in the United States: (1) Korea's potential assistance in solving environmental issues; (2) the role of Korea in promoting world peace; and (3) the economic potential of Korea. Discusses resources for teaching about Korea and provides an appendix with Internet sites on Korea. (CMK)…

Galtung, Johan (1996). Peace and Conflict Research in the Age of the Cholera: Ten Pointers to the Future of Peace Studies. International Journal of Peace Studies, v1 n1 p25-36 Jan. Presents 10 pointers that can lead to constructive peace making. Covers issues such as a definition of peace; the training of peace workers; the role of the state system in creating conflict; legitimizing peace actions; and suggestions for future peace creation. Discusses the links between direct, structural, and cultural violence. (DSK)…

Brooks, George E., Ed.; Daso, Dik A., Ed.; Hitchens, Marilynn, Ed.; Roupp, Heidi, Ed. (1994). The Aspen World History Handbook: An Organizational Framework, Lessons, and Book Reviews for Non-Centric World History. This handbook is the product of an institute held in Aspen, Colorado in 1992. The purpose of the institute was to consider how to create a viable one year survey course in world history that did not focus only on western culture. In this book can be found a general conceptual framework for a world history course, suggested lesson plans, and literary books that can be used to enhance the historical experience of students as they reach into the lives of peoples distant, chronologically and geographically, from themselves. Rather than being a curriculum, standards, or expected outcomes, this handbook is meant to guide teachers as they go about the daily work of shaping a meaningful course for their students and may be used by teachers at all levels. (RJC)…

Hitchens, Marilynn; Roupp, Heidi (1997). Aspen World History Handbook II: New Research and Lesser Known Tales, Habits of Mind, Lessons and Assessments. This handbook is the product of a second world history institute held in Aspen, Colorado in 1996. Intended to supplement the first handbook, this production focuses on many lesser-known areas of histories of the world that remain either unexamined, ignored, or not yet included into the story of world history. Second, habits of mind peculiar to world history had yet to be properly identified and integrated into world history scholarship and teaching. Both world history scholarship and teaching had appeared to be mired in analytical frameworks and habits of thinking more appropriate to western civilization than world history. Finally, assessment mechanisms appropriate to world history seemed lacking, especially considering debate over history standards and their assessment. This document is devoted to improve world history in the above areas. (RJC)…

Trout, B. Thomas; And Others (1983). National Security in the Nuclear Age. A Conference for State Social Studies Coordinators on Pre-Collegiate National Security Education (Washington, DC, June 26-July 1, 1983). This conference report addresses education on national security and international relations in secondary school courses in the social studies. Main conclusions of the conference are: (1) Topics on national security should be added to the secondary school curriculum. (2) Current institutional and instructional settings are open to inclusion of national security topics into the curriculum. (3) State social studies coordinators are key actors in efforts to include national security in the secondary school curriculum. (4) Materials available for use in secondary school courses tend to be biased, doctrinaire, or overly technical and thereby unsuitable for the general education of citizens. (5) New instructional materials should be developed that are concept-based, clear, and balanced with respect to presentation of various points of view and avoidance of special pleading or promotion of causes. (6) Enduring curriculum improvement requires in-service education of teachers. (7) The subject…

(1982). News of Projects in the Associated Schools. International Understanding at School, n44 p16-36. Countries throughout the world have initiated Associated Schools Projects, intended to promote international understanding and peace at the elementary and secondary school levels. Activities of these projects are described by country. (RM)…

Ballentine, Ron; And Others (1995). From Real Heroes to Global Heroes. Green Teacher, n43 p27-30 Jun-Sep. In this interdisciplinary unit for grade six, kids' natural fascination with heroes is channeled to a consideration of the values and actions needed to solve global problems. Students are exposed to positive, nonviolent role models, creative thinking, problem solving, and creating artwork that expresses thoughts on environmental issues. (LZ)…

Becker, James M. (1988). Toward a Coherent Curriculum for Global Education. Louisiana Social Studies Journal, v15 n1 p9-12 Fall. Argues that citizenship education needs a global dimension, and identifies four basic themes for developing a global perspective in the classroom. Contends that understanding the world's interdependence requires a knowledge of all major civilizations and cultures to prepare for future public policy decision making. (NL)…

McGinnis, James (1993). Educating for Peace and Justice: Religious Dimensions, K-6. 8th Edition. This revised teacher's manual focuses on the need to develop compassionate concern in students if they are to be moved to action. The 12-step processes in the 8 units promote a personal relationship or friendship with the persons or groups involved. The units include: (1) \Of Dreams and Vision\; (2) \Interpersonal Peacemaking/Reconciliation\; (3) \Reconciliation–Turning Enemies and Strangers into Friends\; (4) \Interracial Reconciliation\; (5) \International Reconciliation: Dealing with Violence and War\; (6) \International Reconciliation: Global Interdependence\; (7) \Solidarity with the Poor\; and (8) \Becoming Friends with the Earth\. Other special sections are \Helping Children Become Peacemakers: A Special Process\; \'A Methodology for Educating for Peace and Justice'\; and\'We Are a Rainbow People'\ with music and directions for making paper cranes. (EH)… [PDF]

Dowling, John (1980). War Peace Film Guide. Revised Edition. This filmography is a selective listing of 287 films dealing with the topics of war and peace for use with K-12 and college students and with adults. The annotated guide will be of use to anyone planning a world affairs program and of special value to those interested in the problem of war. A wide variety of subject areas are treated in the films. Many deal with area studies of the countries of Africa, China, India, Latin America, the Mideast, Northern Ireland, Russia, and Vietnam. Other topics treated include the arms race, conscience/protest, history, holocaust, military duty, non-violence/violence, nuclear war, international law, propaganda, revolution, terrorism, and world development. Descriptive information for each citation includes a full annotation, whether the film is color or black and white, length in minutes, distributor, and review references. A section of the guide is devoted to \Film Program Development Aids.\ Suggestions for a film program, planning ideas, a sample…

Simon, Ken; And Others (1993). WE: Lessons on Equal Worth and Dignity. The United Nations and Human Rights (Grades 7-12). Educating for Peace Project. This curriculum module for students in grades 7-12 focuses on the subject of tolerance. The lessons provide students with opportunities to develop knowledge about issues and events of intergroup relations, increase student awareness of the dynamics of intolerance, and help students build a framework for developing their thinking about these issues. Divided into six sections, section 1, "Teacher to Teacher," provides: (1) "Invitation and Challenge"; (2) "Sample Parent Letter"; and (3) "President Bill Clinton, 'The United Nations and the United States.'" Section 2, "The Power of Language," includes: (1) "Language as Message"; (2) "Symbols as Message"; and (3) "Music as Message." Section 3, "The Tolerance Spectrum," contains: (1) "Measuring Intolerance"; (2) "Dialogue: Teens and Police"; (3) "Retard"; and (4) "Beyond Tolerance." Section 4, "The United… [PDF]

Adams, Hetty (1994). Peace in the Classroom: Practical Lessons in Living for Elementary-Age Children. The most effective alternative to punishment for violent or disruptive student behavior is to provide children with tools they will need for living peacefully with one another. This guide for elementary school classes examines ways in which a peaceful environment can be achieved and maintained in the classroom. Divided into six units which are geared toward this goal, the guide covers: (1) importance of individualism and the acceptance of others; (2) importance of friendships; (3) improving communication skills; (4) understanding and controlling emotions; (5) conflict resolution; and (6) peacekeeping including ideas for a school-wide peace festival. Approaching these topics through the use of activities, the guide provides objectives, age levels, needed materials, directions, drawings and charts, ways the activities can be expanded, and discussion questions for each unit. An appendix contains extra copies of materials needed for certain activities. (EB)…

Tang, Theresa Li-Na; Tang, Thomas Li-Ping (1992). The Importance of Human Needs during Retrospective Peacetime and the Persian Gulf War: University Students in the United States. The importance of human needs during the retrospective peacetime in 1990 and the Persian Gulf War in 1991 was examined among 564 college students in the United States. Results of factor analyses showed that during peacetime, two factors (higher-order and lower-order needs) were identified. During the war, all needs were rated as more important and only one factor was identified. During peacetime, the safety of one's own life was significantly more important than the safety of the country, which was rated as the least important need. During the war, the safety of the country became significantly more important and was as important as the safety of one's own life. Students who had a spouse, family members, or friends in the Middle East during Desert Storm differed significantly from those who did not in war-related stress and the importance of several needs. (Author)… [PDF]

Quiros, Rolando (1990). Rechten Van Kinderen (Rights of Children) Lecture on the Ombudsman for Children in Costa Rica; Lecture on the Latin American Child and Family Network. Studie- en Documentatiecentrum voor Rechten van Kinderen Cahier 7. These two lectures discuss children's rights and the role that government can play in helping to alleviate some of the difficulties faced by children in developing nations, focusing on the situation in Costa Rica, specifically, and Latin America, in general. The first lecture examines some of the economic and social problems in Costa Rica, their impact on children, and the Costa Rican government's decision to create the office of Ombudsman for Children. This official will be charged with instituting studies on the needs of children, examining and recommending for revision laws and legal procedures related to children, and promoting the rights of children. The second lecture addresses some of the common difficulties faced by Latin American countries, the lack of educational communication and exchange among Latin American nations, and the development of the Latin America and Caribbean Child and Family Network to improve communication and exchange on family and educational issues…. [PDF]

Mayton, Dan (1989). Spontaneous Concern about Nuclear War: Value Priority Differences in Adolescents. The devastation of a nuclear confrontation between the superpowers would clearly change the world in catastrophic ways. The purpose of this study was to identify differences in the value priorities for individuals who spontaneously expressed a concern about nuclear war and those who did not. A written questionnaire was administered to a sample of 5,128 adolescents from grades 6 through 12 in the rural inland Northwest. This questionnaire included the Rokeach Value Survey (RVS) and the Spontaneous Concern about the Nuclear Threat Scale (SCANTS). A total of 24.3 percent of the adolescents expressed concern about nuclear war on the SCANTS and the remaining 75.7 percent did not. Using the Mann-Whitney U statistic, 10 of the 18 value priorities were found to significantly differentiate the two groups. Adolescents who expressed concern about a nuclear war placed higher priorities on the social values of equality and a world at peace. Adolescents who did not express a concern about nuclear… [PDF]

Cameron, Bonnie (1986). You Are There: Reading, Feeling, Thinking History. A multi-disciplinary approach to the teaching of a unit on World War II is described. With the textbook serving as a resource, research books, films, literature books, and resource persons are used to help bring life to history. The unit emphasizes the following: (1) the four language processes of listening, reading, speaking, and writing; (2) thinking skills involving application, synthesis, analysis, and evaluation; (3) activities that provide vicarious experiences; and (4) decision making opportunitites to provide for diverse expectations, backgrounds, and interest levels. The description includes the activities carried out in the classroom, the use of resource materials and persons, and the changes in student perceptions. (KWL)…

(1982). A Day of Dialogue. Planning & Curriculum Resource Guide. Dealing with Issues of Nuclear War in the Classroom. Elementary and secondary teachers and parents can use these resource materials to educate students about the issues related to war and peace. There are three major parts. The first part discusses how to implement a \day of dialogue,\ during which the dangers of nuclear war are examined. Included are tips on how to organize, meet resistance, and mobilize support; sample letters to parents and faculty members; publicity flyers; brief reading selections which provide background information on nuclear weapons and warfare; and study questions and reading lists. Part two suggests many varied learning activities which are organized by grade level (K-3, 4-6, 7-12). For example, students read and discuss books, role play, tell stories, participate in debates, write poetry, and listen to outside speakers. Part three is an annotated bibliography for students and teachers. (RM)…

Diener, Carolyn S. (1985). Peacemaking and Conflict Resolution in the Home. Parents and teachers can help children learn qualities (such as empathy, caring, kindness, and generosity) that contribute to a more peaceful environment. Children can be helped to learn the values and techniques of resolving conflicts without injuring others. We should be concerned about teaching peacemaking in order to prevent crime, drug addiction, and mental illness. Many factors encourage the development of a peaceful and caring person, including having one's basic human needs met, having a feeling of self-worth and self-respect, and understanding the need for cooperation and sharing of power and materials. Children learn to care about others and to curb their selfish impulses by modeling their behavior on that of parents, teachers, and others. While Piaget stated that children are too egocentric to empathize with another person and to act altruistically before the 5 to 7 year old stage, recent research has found that even toddlers are sometimes altruisic. Parents who convey…

Lander, Faye A. (1981). War and Peace in Adolescent Literature. This document examines war and peace in adolescent literature. Chapter I, the introduction, presents a review of the research on children's attitudes toward war. Adolescent literature, especially historical fiction, is described as an effective instrument for teaching about occurrences such as the Nazi Holocaust and the Vietnam War. The importance of authenticity in literature is emphasized as is the need to present students with realistic rather than glorified accounts of war. Chapter II presents a critical evaluation of 36 books produced between 1943 and 1976 for students in grades 6-12. Most of the works in this annotated bibliography are fiction and narrative biographical accounts dealing with war and peace. Plot, theme, and style are analyzed with recommendations regarding individual and class use. Most of the works deal with American involvement from the Revolutionary War to Vietnam. Title, publisher, date, suggested grade level, and annotation are given for each entry….

Belden, George B. (1975). A Strategy to Develop a Concept of Peace as Conflict Resolution. A teaching strategy designed to help elementary students conceptualize about peace as a process of conflict resolution is described. The Baboon Troop and Netsilik Eskimo materials of "Man: A Course of Study" provide the course content in which the students learn that cooperation is the most important ingredient in group survival. Classroom procedures focus on viewing films, reading booklets about conflict, conflict resolution, and other factors involved in social interaction. Students discuss the materials with peers and with the teacher who acts as a "consultant." The strategy works to the degree that 200 ten-year-olds conceptualized peace as sociable activity, a more abstract level than formerly thought possible. The major importance of using this peace strategy is that the use of high interest materials about foreign peoples beginning at age ten helps students conceptualize about peace at more abstract levels. (Author/DE)… [PDF]

Woolcott, Richard A. (1984). Australia and the World. Social Education, v48 n6 p437,440-41 Sep-Oct. A robust and distinctive society of over 15 million people, Australia today is a nation of increasing influence in the international community. Phases in the evolution of Australia's attitude to the outside world are examined and how the country views its international role is discussed. (RM)…