Scharioth, Barbara, Ed.; Weber, Jochen, Ed. (1998). Hello, Dear Enemy! Picture Books for Peace and Tolerance: An International Selection. This catalog presents descriptions of over 41 children's picture books from 19 countries that formed an exhibition sent worldwide to promote and help maintain peace. The majority of the books do not deal directly with the horrors of war but rather deal with its preconditions: intolerance, xenophobia, prejudice against being different, misuse of power, oppression, and violence against people and property. Titles are arranged alphabetically by illustrator and the books are listed under their country of origin. (Contains author and illustrator name and subject indexes.) (RS)… [PDF]

Bat-Ami, Miriam (1994). War and Peace in the Early Elementary Classroom. Children's Literature in Education, v25 n2 p83-99 Jun. Describes how issues of war and peace might be taught in the elementary language arts classroom. Explores ways of broaching the issues and selecting proper texts. Considers the reasons for wanting to teach such explosive issues to younger students. Provides two annotated bibliographies (with suggested class activities) regarding these materials. (HB)…

Strikland, Stephen P. (1994). Peacemaking Sites as Teaching Tools. Educational Resources. OAH Magazine of History, v8 n3 p89-90 Spr. Asserts that efforts are underway by the U.S. National Park Service to establish a new category of historic sites and landmarks: those that honor peacemakers and peacebuilders in U.S. history. Describes several historic sites that are being considered for this designation and reviews their significance in history. (CFR)…

Ruggieri, Colleen A. (2000). The Value of Voice: Promoting Peace through Teaching and Writing. English Journal, v89 n5 p47-54 May. Describes how and why a high school English teacher changed her classroom to allot more time for creative writing, to teach a research paper from a personal perspective, and to extend student appreciation of voice and conflict beyond the literature studied in class. Describes how this fostered opportunities for individual growth and transformed her classroom. (SR)…

Kilgour, David (1998). Canada and the World. Canadian Social Studies, v32 n4 p112 Sum. Highlights Canada's high marks in a poll on its international image in 20 countries. Asks how Canada should take advantage of its positive international image. Notes areas where Canadian foreign policy is most admired: advancement of global peace and human rights, provision of aid, and participation in international peacekeeping. (DSK)…

Jennings, James R., Ed.; Rengel, Patricia L., Ed. (1975). Human Rights–A Priority for Peace. Celebration of Pope Paul VI's 9th Annual Period of Peace. The 1976 World Day of Peace booklet focuses on the arms race, as contrary to peace and human rights, as a positive weapon for peace. The booklet includes a five-week study outline and resources. Pope Paul VI selected \The Real Weapons of Peace\ as the theme for the 1976 World Day of Peace. His emphasis on \real\ weapons suggests that there exist in our world today \false\ conceptions of what truly leads to peace. The three sections of this booklet relate to these false conceptions and their sources. The first section, \Liturgy,\ emphasizes the need for prayerful preparation and reflection on the issue of war and peace. The second section, \Focus,\ examines the tension between the weapons of peace and the weapons of war, human rights, and national security. The final section,\Process,\ attempts to countermand ignorance by serious study. The real weapons include a knowledgeable and politically astute public, willing to effect changes in national policies toward the genuine pursuit of… [PDF]

Freeman, Robert E. (1972). International Organization and Peacekeeping. Teacher's Guide. The teaching guide for secondary students focuses on the structure, authority, and decision making procedures of international organizations and their ability to keep peace. Students participate in an exercise for predicting how present organizations can handle peace-threatening situations and how they can be designed to improve their peacekeeping ability. In addition, the exercise encourages students to recognize that international organizations are evolving and changing, and motivates students to investigate global issues. The guide comprises student objectives, procedures for implementing the exercise, three world organization models, a list of questions to help students clarify their understanding of the world organization model, and a list of questions in regard to how nations and a world organization react to problems. (SJM)… [PDF]

Clemens, Sydney Gurewitz (1988). A Dr. Martin Luther King, Jr. Curriculum: Playing the Dream. Young Children, v43 n2 p6-11 Jan. Discusses curriculum for young children centered around the beliefs and teachings of Dr. Martin Luther King, Jr. His works are interpreted in a human rights context in which children find their voice in the peaceable resolution of everyday conflicts. Describes the Child of the Day program. (Author/RWB)…

Adamson, Lynn; Buchowski-Monnin, Mary Anne (1985). Children's Creative Response to Conflict. History and Social Science Teacher, v20 n3-4 p88-90 Spr. The Children's Creative Response to Conflict Program conducts workshops that help participants deal with conflict situations. During the workshop sessions participants are introduced to the three themes of cooperation, communication, and affirmation. These are the foundations on which successful conflict resolution is built. (RM)…

Warnsley, Johnnye R. (1996). Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9) "A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH)… [PDF]

Wright, Jacqueline (1996). South Africa: A Nation in Transition. A S.E.E.D.S. "Food for Learning" Curriculum Module. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). The SEEDS (Service, Education, Economic Development, Science), Inc. program was co-founded by the author as an interdisciplinary project to extend learning experiences with similar-age students from various countries, cultures and backgrounds. The year-long curriculum focuses on the range of South African student and societal experiences. This paper describes subject specific activities for individuals and collaborative groups. Interdisciplinary project ideas are also presented. (EH)… [PDF]

Ridarelli, Carol Marie (1996). Perceptions of the People of the New South Africa. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). This unit includes objectives, content, and activities to help students actively explore and analyze the changes that have been affecting the people of South Africa since the end of apartheid. The lessons use materials from interviews with people from a variety of South African backgrounds and their perceptions of the changes in their country. (EH)… [PDF]

(1960). Teaching about the United Nations in the United States: 1956-1959 Report. Bulletin, 1960, No. 18. OE-14038. Office of Education, US Department of Health, Education, and Welfare Every four years the Economic and Social Council of the United Nations requests a report from each Member State telling how the United Nations and its work are being made known to the citizenry. This bulletin constitutes the report of the United States substantially as it was submitted at the close of 1959. Because the Secretary General had expressed particular interest in four aspects of teaching about the United Nations, the Office of Education Committee which drew up the report devoted a section to each one and enlisted the cooperation of teachers and specialists in all parts of the country to supply pertinent information. The main divisions of the report deal with teacher training, programs and syllabi, the treatment of the United Nations in textbooks and teaching materials, and out-of-school educational activities relating to the U.N. system. Following a Foreword, five chapters are included: (1) Introduction; (2) Teacher education and the United Nations; (3) Programs and… [PDF]

Lerandeau, Elizabeth A.; Mayton, Daniel M., II (1996). Values as Predictors of Global Consciousness. This study assessed the relationships between human values and the psychological construct of world-mindedness. Fifty-one college students and 58 high school students in a town in the Pacific Northwest completed the Values Questionnaire (Schwartz, 1992, 94) and the Cross-cultural World-mindedness Questionnaire (Der-Karabetian, 1992). A stepwise multiple regression equation was computed with the value types of universalism, security, and power being significant predictors of world-mindedness. The results validate the psychological conceptualization of world-mindedness as a value issue. The implications of this type of global consciousness are discussed in terms of the maintenance of the world ecosystem, immigration trends, and the proliferation of nuclear weapons. (Author/EH)… [PDF]

Cantieri, Patricia (2001). From the Field: Peace through Cyberspace. Momentum, v32 n4 p31 Nov-Dec. Describes the successful Kids for Peace movement, which electronically links students from schools around the world in a week of prayer, study and good works. States that a school can register for the pilgrimage by e-mailing the Web site. Highlights the effectiveness of connecting schools via the Internet-it is cost-effective, free to use, and accessible to everyone. (CJW)…

Crawford, Patricia A. (2005). Primarily Peaceful: Nurturing Peace in the Primary Grades. Early Childhood Education Journal, v32 n5 p321-328 Apr. Conflict is a very real part of relationships that occur on global, national, and local scales, as well as in daily interpersonal relationships. This article details the relevance of peace studies for children in the primary grades, both in terms of current events and in classroom applications. Suggestions are presented for addressing this topic through an ecological approach that includes the establishment of a peaceful learning environment and the development of a diversified, literature-rich curriculum. Readers are invited to explore developmentally appropriate approaches for teaching conflict resolution strategies, as a venue for helping students to cultivate the skills and dispositions to live and learn peacefully with one another…. [Direct]

(2007). ICDI Annual Report, 2007. International Child Development Initiatives (NJ1) The International Child Development Initiatives (ICDI) promotes the wellbeing of children growing up in difficult circumstances. ICDI works to improve policies and practices affecting these children by doing research and training. ICDI believes in the power of children and young people, supporting their rights and addressing the underlying causes for the problems they face. 2007 was a significant year for ICDI. Despite its relatively small size the organization has–once again–been remarkably active. ICDI was engaged in 11 large and many much smaller projects in Central and Eastern Europe, Surinam, and the Middle East, all of which focused on the needs of children who have to grow up in very deprived situations. ICDI also began to employ more staff (up from 5 to 8) as it grew organizationally. The appointment of a new director in September 2007 saw central management change hands for the first time. With new staff came new expertise (children in conflict zones, children and… [PDF]

Sorenson, Mary Eileen; And Others (1993). The United Nations Peace Action Plan. Case Study–Cambodia. A Curriculum for Secondary School Students. This curriculum module for students in grades 9-12 focuses on the United Nations (UN) peace action plan evolving as a partnership between Cambodia and the UN. The eight lessons provide students with varied opportunities for hands-on experiences. Divided into four sections, section 1, "Lesson", includes: (1) "Peacemakers"; (2) "The United Nations: Successes and Failures in Securing Peace"; (3) "The United Nations: A Four Part Peace Action Plan"; (4) "Story of Cambodia"; (5) "The United Nations: Peacemaking in Cambodia"; (6) "The United Nations: Peacebuilding in Cambodia"; (7) "Challenges to Peacebuilding in Cambodia"; and (8) "Designing a Peace Plan Abroad and at Home." Section 2 provides "Role Models for Peacebuilding." Section 3 suggests "Resources for Classroom Strategies on Peacebuilding/Conflict Resolution." Section 4 lists "Selected Resources." An appendix… [PDF]

Haas, Mary E. (1995). Fear and Hate vs. Hope and Cooperation. Lesson Ideas Examining an Important Lesson from World War II. This paper addresses how fear and hate have had an impact on the ways in which people and nations behave. A study of World War II reveals to people the terrible consequences of fear and hate. After this long war ended, many hoped that the United Nations would put an end to warfare and the acts that had nourished hatred. Using the theme of \Fear and Hate vs. Hope and Cooperation\ to study World War II, teachers can address World War II in a meaningful way with children of different ages, abilities, and interests. Suggestions are given for discussion questions, trade books, large and small group activities, and interviewing techniques. (EH)… [PDF]

Lhowe, Mary, Ed. (1994). After the Cold War: The U.S. Role in Europe's Transition. Revised. [and] Teacher's Resource Book. These materials explore the decisions that face the United States as a result of the changes in the past decade in the countries of Eastern Europe and the former Soviet Union. The background readings allow students to examine such questions of values and foreign policy as: (1) Should the United States remain committed to its Western European allies?; (2) How should we respond to conflict in the region?; and (3) What is the U.S. role in the world now that Soviet communism is no more? The student booklet provides a framework for considering such issues by presenting policy choices, or options, that lay out distinct viewpoints about what U.S. policy toward Europe should be. The background readings are to provide an understanding of how the history of the regions from World War I to the present has shaped the questions of today. The options for student discussion include: (1) "Promote Western Values"; (2) "Protect Our Interests"; (3) "Beyond Europe"; and…

(1995). Conflict Resolution: Learning To Get Along. Although the issues of conflict and violence cannot be blamed on schools, schools are one of the most logical places to tackle problems associated with conflict. This booklet offers practical tips to help school leaders, staff, and students resolve their disputes peacefully. It focuses on student-versus-student and student-versus-teacher conflicts. Part 1 describes systemic strategies for teachers and staff that use peer mediators to incorporate conflict management into the curriculum. The second part offers discussion starters and scenarios targeted primarily at problem solving among middle and high school students. Part 3 offers strategies to mitigate conflicts between students and educators. The best conflict-resolution programs help individuals help themselves by teaching empathy, anger management, impulse control, and listening skills. A list of resource organizations is included. (LMI)… [PDF]

Zamora, Mario D., Ed.; And Others (1981). Culture and Diplomacy in the Third World. Studies in Third World Societies, Publication Number Twelve. New ground has been broken in what is labeled as "anthropological diplomacy"–a study of the theory and practice of peace promotion and/or conflict resolution between/among micro-units (e.g., tribes) or macro-units (e.g., nation-states) based on sound knowledge of a society's fundamental cultural premises. There are six papers. The first underscores the importance of the psycho-socio-cultural characteristics of concerned and politicized populations in the recent U.S.-Iran diplomatic confrontation. The significance of the psychological and sociopolitical contexts in Soviet-U.S. relations is stressed in the second paper. The second and third papers use the tribe and the town as their units of analyses, discussing the relationships between the custom of headhunting and diplomacy in the Philippines and ethnicity and diplomacy in Mexico. Development diplomacy (the attempt of developed nations to earn cooperation from other nations through assistance) and the need for… [PDF]

Schmidt, Peter (1984). Peace Is Our Profession: Teaching Nonviolence in the Schools. Ways in which secondary level humanities teachers can incorporate information and materials on pacifism and nonviolent action into their existing courses are discussed. To improve their abilities to think creatively about how to change the world, students must learn about nonviolence and the strategies used by pacifists in the pursuit of their causes. For example, in U.S. history and American literature classes students can be exposed to the writings of William Penn, George Fox, and John Woolman and can learn about the Quakers' commitment to nonviolent principles. By reading works of and about the abolitionists of the 18th and 19th centuries, students can learn about the tactics used by Elihu Burritt, Sojourner Truth, and others as they worked to end slavery. In addition to the examples from previous centuries, recent U.S. history also teaches the discerning student how nonviolence may be successfully used in resistance to violence and oppression, e.g., the Civilian Conservation… [PDF]

(2000). Russia's Uncertain Transition: Challenges for U.S. Policy. [Student Book and] Teacher's Resource Book. Public Policy Debate in the Classroom: Choices for the 21st Century Education Project. 4th Edition. This teacher resource text and student text are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. It steps back from the day-to-day turmoil in Russia to examine the issues that most deeply affect the United States. At the core of the unit are four distinct options for U.S. policy. Each option contains a different perspective on the threats and opportunities presented by conditions in Russia. The background reading provides students with the knowledge needed to take part in the debate on the U.S. role in Russia's post-Cold War transition. Part 1 offers an historical overview of U.S. relations with the Russian empire and the Soviet Union. Part 2 surveys the economic and political changes that Russia has undergone since the Soviet collapse, with special attention given to Russia's evolving foreign policy. Part 3 concentrates on the leading challenges…

Jurek, Dianne Miller; Velazquez, Michaela (1995). Teaching Peace: Alternatives to Violent Play. Early Childhood News, v7 n5 p39-40 Sep-Oct. To help combat the effects of violence on children and improve the quality and nature of play, early childhood teachers can: define violence by helping children become aware of the issue, help children resolve their own conflicts, create a peace place in the classroom, intervene when violent play occurs, evaluate media and toys, and educate parents about violence. (TJQ)…

Abrams, Irwin (1994). The Nobel Peace Prizes as Teaching Tools. Educational Resources. OAH Magazine of History, v8 n3 p83-88 Spr. Asserts that the Nobel Peace Prize provides a gateway for teaching the critical issue of peace in history courses. Presents an overview of the origin, development, and history of the Nobel Peace Prize, with special focus on U.S. winners. Includes six suggested student projects and a list of U.S. Nobel Peace Prize winners. (CFR)…

Levy, Tedd (1999). Toward a Humane World: Making a Difference with Social Studies. Social Education, v63 n1 p6-7,62-64 Jan-Feb. Presents the address delivered by President Tedd Levy at the 78th National Council for Social Studies (NCSS) Annual Conference. Stresses that social studies offers students a place to discuss social-environmental problems the culture is suffering from and gives teachers a chance to promote values inherent in a more humane world. (CMK)…

(1999). Power. Online-Offline, v4 n1 p2-25 Sep. This issue addresses advantages and disadvantages of having power. Includes Web sites, CD-ROMs and software, videos, books, and additional resources with suggested age levels and disciplines as well as ideas for appropriate related activities. Sidebars discuss the power of the pen, the power of peace, and the power of the media. (LRW)…

Wynn, Charles (1999). Mexico and the Zapatista Revolt: Examining the Resolution Dialogue. Southern Social Studies Journal, v25 n1 p66-89 Fall. Presents an activity where students examine the perspectives of the indigenous poor of Mexico as well as of the Mexican government in a time of political change. Explains that the students read the background information in the accompanying handouts in order to simulate the negotiations between the government and Zapatista National Liberation Army. (CMK)…

Bickmore, Kathy (1997). Teaching Conflict and Conflict Resolution in School: (Extra-) Curricular Considerations. Schools can play an important part in helping diverse young people see themselves as citizens. This paper examines a broad range of school-based learning opportunities that influence young people's development of knowledge and inclinations for handling conflict. The ingredients for conflict resolution can be taught. Like violence, nonviolence is a learned behavior. As public concern over violence increases, school leaders often respond with what has been called \negative peacemaking,\ the premature use of bargaining or settlement procedures before underlying problems have been solved or understood. The goal is avoidance, not problem solving. In contrast, \positive liberty\ procedures involve the presence of active democratic participation. These alternative emphases in education for citizenship are the conceptual framework for reviewing the research on a range of school-based conflict resolution training programs to examine the relative space given to negative peacemaking and… [PDF]