(1993). The Struggle for Peace in Bosnia: Considering U.S. Options. Choices for the 21st Century. Alternatives for Public Debate and Policy Development. The conflict in Bosnia (Yugoslavia) has confronted U.S. leaders with fundamental questions about the use and capability of U.S. power abroad. This document brings the decision facing the United States into the classroom. The unit features a set of four divergent options for U.S. policy toward the Bosnian conflict, and a brief account of Yugoslavia's turbulent history. This unit was developed in response to the immediate crisis in Bosnia. It is meant to serve as the basis for a 1 to 2 day activity. Background reading offers a concise introduction to the events of the 20th century that have contributed to the current crisis in what was once Yugoslavia. The opening section of a report by the United Nations Commission on Human Rights on ethnic cleansing in Bosnia is included as a resource for students to draw upon. Four options for U.S. policy are suggested with variations on each and supporting and opposing arguments for each. The opinions are: (1) use force to stop the genocide; (2)…
(1991). Crisis in the Gulf: A Study Circle on America's Choices. This document consists of a packet of materials published in December 1990 and designed to assist citizens in forming study circles to discuss the crisis in the Persian Gulf. The resources are designed to be nonpartisan, fair, and balanced, and try to make the strongest possible case for four different options, reflecting a broad range of viewpoints on the crisis in the Gulf. The materials included are: an introductory letter; notes to organizers: a framework for discussion; the options; perspectives on the options; suggestions for participants; suggestions for leading a study circle in general; and suggestions for leading "Crisis in the Gulf" in particular. (DB)…
(1988). Child Discipline and World Peace. What can teachers of small children do to promote peace in the world? The answers go back to that "war between adults and children" first described by Maria Montessori; to the relationships between parents and offspring; and to the physical, psychological, and spiritual abuse of children that gets passed along through the generations. There is extensive knowledge of the historical development of child rearing, the characteristics of the dysfunctional family, and the roots of violence in the hidden cruelty in child rearing practices and ideologies. Analyses have produced the conclusions that the source of war is the dysfunctional family; that every persecutor was once a victim; and that repressed traumatic experiences of childhood are stored up in the body and influence adults. Given these circumstances, what can teachers and caregivers of small children do to promote peace in the world? They can: (1) develop awareness of "poisonous pedagogy" and stop passing it…
(1972). Two Years of Experience in Teaching an Undergraduate Course on World Peace. An outline and related bibliography for a world peace course is presented in this paper. Designed for the college student, the course encompasses an interdisciplinary approach focusing primarily on the philosophical and the psychological aspects of the problems of peace. In this paper, the author also reflects on his involvement in the development of this course and the students response to it. Some of his general observations in teaching the course are that: 1) some students seem to oppose world government because they are convinced that all governments are villians; 2) many students have no sense for the historical aspects of problems; and, 3) many students feel that the moral aspects of war and war practices are irrelevant because \nobody cares anyway.\ (DFI)… [PDF]
(1973). The Human Family, Human Rights, and Peace. A Sourcebook for the Study and Discussion of the Universal Declaration of Human Rights, A Lay Version for the Common Man, Woman, and Child. Human rights issues are brought to the attention of a larger lay public in this source book of questions, topics for discussion, and study of the United Nations Universal Declaration of Human Rights. The original declaration consists of a preamble, introduction, and 30 articles. These are all retained in this lay version which closely follows the original in format and syntax. The vocabulary has been changed to make it more comprehensible to people in a wider range of ages and reading abilities. To facilitate understanding, the preamble in the lay version is numbered and referred to as \Seven Sinces\, and the thirty articles are called the \Thirty Goals.\ The introduction links the \sinces\ with the \goals.\ The essential structure of the document is that \since\ we believe in certain human rights it is now time to set \goals\ for ourselves. Goals 1-21 deal with civil and political rights or a commitment to a life of greater freedom. Goals 22-30 deal with economic, social, and…
(1973). The First Year of War & Peace Studies at Richmond College. A Report to the College. A report of the first year of war and peace studies at an undergraduate institution is based on data from student evaluations, material from student journals, discussion with participating faculty, and observations of the program coordinator. The rationale of the experiment–to implement a program relevant to students, to encourage a dialogue across disciplinary lines among faculty, and to encourage student participation in the classroom–is discussed, and the two core courses which inaugurated the program are described. Results show that the college is successful in providing a multidisciplinary perspective, less successful in imparting a basic body of knowledge, and that it is too early to know if students have been sufficiently interested to pursue indepth studies in the program's related courses. The perspective, structure and content, related courses, and classroom strategies are described along with the important function of student journals and the role of the faculty. The… [PDF]
(1985). The International Youth Year "Participation, Development, Peace.". Higher Education in Europe, v10 n1 p6-9 Jan-Mar. Governments, decision makers, and international organizations must become more receptive to youth's ideas and endeavors to build a better, more just society and to stimulate their aspirations for a world of peace, understanding, and cooperation among nations. Youth organizations must make their efforts more conspicuous. (MSE)…
(1984). Peace History, in the American Manner. History Teacher, v18 n1 p75-110 Nov. Literature in American peace history is reviewed in an attempt to demonstrate its abundance and to (assist historians in integrating the story of citizen peace activism into the teaching of the larger national experience. (RM)…
(1998). Joining the Dialogue: Six Teachers Discuss Making Changes toward a Multicultural Curriculum (Rainbow Teachers/Rainbow Students). English Journal, v87 n4 p60-64 Apr. Presents six brief articles by six Arizona teachers offering their reflections about practices, strategies, and vision as they make changes toward a multicultural curriculum. (SR)…
(2005). Harmony, Not War: Dine College Public Health Degree Focuses upon Hozho. Tribal College Journal of American Indian Higher Education, v16 n3 p15-16 Spr. Reports on the creation of a public health degree at Dine College in Shiprock, New Mexico, the first degree of its kind at a "tribal college". Review of the work of the American Indian Higher Education Consortium and the Centers for Disease Control, who developed the degree with the goal of increasing the number of American Indians in health professions and improving the health status of American Indians. Comments from Edward Garrison, head of the Biology and Health Curriculum at Dine College…. [Direct]
(1970). Report of the 1970-71 Summer Curriculum Development Program of the Diablo Valley Education Project. This report provides an overview of the purposes, participants, content, and evaluation of a four-week workshop. The purposes of the workshop were to: 1) present an introduction to the concepts conflict, violence, and interdependence; 2) develop an awareness of the need for value analysis in the classroom; 3) teach techniques and theory of value clarification and analysis in the classroom; and, 4) produce conceptually-oriented preliminary units on the above concepts and value analysis which might later be edited for publication. A panel of consultants provided the pedagogical and substantive basis from which the teachers could choose the content samples and design learning strategies for their units. (Consultant papers by David Daniels, Ralph Goldman, David King, Robert North, and Michael Scriven are available through the ERIC system.) A content outline of these formal workshop presentations is included in this report. A total of fourteen draft units resulted from the summer… [PDF]
(1993). Promoting Peace: Integrating Curricula To Deal with Violence. This document presents a critical analysis of two of the most popular types of programs that schools have implemented to prevent violence among students: (1) mediation programs, and (2) conflict resolution curricula. While both promote interpersonal skills necessary to prevent violence, their effectiveness has not been evaluated adequately. These programs are not sufficient by themselves to promote peace among youth, since they do not transcend the interpersonal level of conflicts to consider the involvement of groups of students, the school system, families, and communities in both the causes of violence and the promotion of peace as an alternative. Several mediation programs are described. The results from these programs seem to be positive, but usually only students who already possess social skills are trained as mediators, and they do not deal with situations where firearms, drugs, and physical or sexual abuse are involved. The goal of conflict resolution curricula is to teach… [PDF]
(1984). The Treatment of Peace and Security Issues in Social Studies Textbooks in the United States. This examination of the treatment given to peace and security issues in American social studies textbooks begins by summarizing the National Council for the Social Studies (NCSS) Curriculum Guidelines and a 1983 study of high school social studies topic priorities. Following a review of past textbook studies and a brief discussion of textbook treatment of foreign policy, the paper uses four major topics (propaganda, U.S./Latin American relations, the war in Vietnam, and nuclear war) to illustrate problems found in textbooks related to peace and security issues. In an examination of 45 textbooks, grades 8-12, the overall treatment of propaganda was rated very good considering the influence of nationalism. However, the topic tended to be ignored after World War II coverage. Overall textbook coverage of U.S./Latin American relations was rated as poor, although nearly all texts offered some criticism of U.S. policies. Moreover, the perspective of Latin countries was given little… [PDF]
(1976). China and the United States: What Next? Headline Series. This resource booklet discusses U.S. foreign policy with China and contains questions to help secondary teachers stimulate classroom discussion. The author, who was consultant to Secretary of State Kissinger on China policy 1969-1973, argues that Washington's failure to establish full diplomatic relations with Peking is damaging United States-Sino detente. Considerable evidence exists, he asserts, that the pace of normalization has fallen far short of what Peking had anticipated. In 1975 intimations of Chinese irritation became apparent. They were first voiced in private, unofficial conversations and then openly expressed on the eve of President Ford's visit in December 1975. Chapter titles are: (1) Confrontation to Detente; (2) The Shanghai Communique and the Fruits of Dentente; (3) The Balance Sheet and Unfinished Business; (4) The Tight Little Island; (5) The Japanese Formula; (6) Why Normalize Sino-American Relations; and (7) Talking It Over. Discussion questions and reading…
(1972). Community Peace Action Resource Kit: China in the International Community. As part of a broad effort to world peace this resource kit supplies information on China and attempts to motivate people to work in their communities on concerns of China. Emphasis in the kit is upon placing equal weight on both information and action. Four background articles give the reader an introduction to China's self-image in world affairs. Respectively, these articles: survey foreign policy since 1949, which is based on a combination of security considerations, ideology, and a desire for world recognition; illuminate present foreign policy concerns which differ from United States interest and priorities; present excerpts from Chiao Kuan-hua's speech that are to be emphasized in the United States-China relations are suggested and specific programs provided for groups who want to work on China concerns. Lastly, a resource section includes a bibliography of books, pamphlets, periodicals, and also sources for speakers, films, and other programming aids for use by individuals and… [PDF]