Weinstein, Jack Russell (2004). Neutrality, Pluralism, and Education: Civic Education as Learning about the Other. Studies in Philosophy and Education, v23 n4 p235-263 Jul. The purpose of this article is to investigate appropriate methods for educating students into citizenship within a pluralistic state and to explain why civic education is itself important. In this discussion, I will offer suggestions as to how students might be best prepared for their future political roles as participants in a democracy, and how we, as theorists, ought to structure institutions and curricula in order to ensure that students are adequately trained for political decision making. The paper is divided into six sections. In the first two sections, I argue that community is a learned understanding and that such education, even when it supports liberal commitments, cannot be neutral. I use the social contract tradition as an entrance into the perpetual nature of conflict within a pluralist society. In the third and fourth sections, I develop a pedagogy geared towards educating students into what I call \cognitive conflict,\ and argue that the arts, widely understood,… [Direct]

Soley, Mary E. (1996). Teaching about International Conflict and Peace. Social Education, v60 n7 p432-38 Nov-Dec. Considers ways to make the complex subjects of conflict and conflict resolution meaningful and manageable in the classroom. Recommends rigorous planning, clear definitions, and classifications of the different kinds of conflict. Includes a problem-solving lesson, list of lesson ideas, and teaching approaches. (MJP)…

Kirkwood-Tucker, Toni Fuss (2004). Empowering Teachers to Create a More Peaceful World through Global Education: Simulating the United Nations. Theory and Research in Social Education, v32 n1 p56-74 Win. Global education constitutes a pedagogy of peacebuilding citizenship education for the purpose of empowering teachers in building a more just and peaceful world. In this self-study, I examined simulations of the United Nations General Assembly conducted in a graduate elective course attended by 53 preservice and inservice teachers during three consecutive summer semesters. My purpose was to examine my own global teaching practice in exposing participants to pressing global issues; their concerns about the widening gap between developing and industrialized nations of the world; and participants' interpretations and integration of global issues in their lesson plans as articulated before the simulated United Nations General Assembly. Using the interpretive paradigm, I employed the constant comparative method to analyze student ambassadors' new knowledge and skills grounded in debate, deliberations, resolutions demanding change, and instructional plans focusing on human rights, global… [Direct]

Boas, Jacob (1989). World War Two and the Holocaust. This resource book presents readings that could be used to teach about the Holocaust. The readings are brief and could be appropriate for middle school and high school students. Several photographs accompany the text. The volume has the following chapters: (1) "From War to War" (history of Germany from late 19th Century through the end of World War II with an emphasis on the rise of Hitler and his campaign against Jews); (2) "The Holocaust" (the victims, the ghetto life, death camps, the consequences, etc.); (3) "Chronology 1918-1945" (chart showing by year and month the rise and fall of Nazi Germany, Persecution and Holocaust, and Jewish Response); (4) "Glossary"; (5) "100 Holocaust Discussion Questions (Weimar, Hitler, WWII; Nazism and Jewry; Perpetrators, Bystanders, Rescuers; and General)"; (6) "Selected Bibliography"; and (7) "Illustration Credits." Contains a 31-item bibliography. (EH)… [PDF]

Barrs, David, Ed.; Juffkins, Maura, Ed. (1995). Intermediate School Kit on the United Nations. This kit for ll-14 year-olds introduces middle 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 21…

Lhowe, Mary, Ed. (1996). Russia's Uncertain Transition: Challenges for U.S. Policy. Revised. Choices for the 21st Century. This unit is part of a continuing series on current foreign policy issues. The first section asks students to join the debate on U.S. policy toward Russia and its neighbors in the former Soviet Union (FSU). Background readings provide information to help students address policy issues and include: (1) "Two Centuries of U.S.-Russian Relations"; (2) "Keeping Up with a Changing Russia"; and (3) "Challenges Facing the United States." Once students have discussed background issues they are faced with the policy options to: (1) "Guide Russia Forward"; (2) "Keep the Lid On"; (3) "Declaw the Russian Bear"; and (4) "Mind Our Own Business." The second section accompanies a student book of background readings and foreign policy options. The five-day lesson plan and student activities has students explore policy relations with the former Soviet Union and debate what course of action the United States should pursue through a…

Kreidler, William J. (1990). Elementary Perspectives 1: Teaching Concepts of Peace and Conflict. Designed for educators of children in kindergarten through grade six, this resource guide provides activities related to the concepts of peace and conflict. The activities are not, for the most part, sequenced and can be used singly to introduce concepts or to supplement other lessons. The activities also can be grouped into a unit of study, and each activity contains the grade levels from kindergarten to grade 6, objectives, the subject area it fits, materials needed, instructions, discussion questions, suggestions for additional work, and handouts when required. Each chapter contains a basic concept and poses several questions related to that concept: (1) the meaning of peace; (2) peace and community building; (3) peace and conflict; (4) peace and diversity; (5) peace and enemies; and (6) visions of peace. Appendix A provides guidelines for discussing controversial issues with elementary children. Appendix B lists 77 children's books with peace-related themes, and appendix C…

Cook, Philip R., Jr. (1985). Sub-Saharan Africa and the United States. United States Department of State Discussion Paper. Intended to provide background for study and discussion, this publication gives updated information on development in sub-Saharan Africa and provides a basis for understanding U.S. policy toward this vital region. The strengths, problems, politics, natural resources, and language and ethnolinguistic groups of this area of the world and the international and regional organizations active here are discussed in detail. Extensive data tables include information on the population, culture, education, labor force, imports, exports, estimated U.S. economic assistance, date of independence, type of government, and chief of state and/or head of government for each of the 46 independent countries south of the Sahara. The 55-item bibliography is divided into three sections: reference and introductory material, historical and cultural background, and contemporary sub-Saharan Africa. (AA)… [PDF]

Metcalf, Lawrence, Ed.; And Others (1975). The Cold War and Beyond: From Deterrence to Detente–to What? Crises in World Order. The book, intended for senior high school students, is one of a series concerned with problems of world order. The bipolar system (domination of the international system through maintenance of a balance of power between the United States and the Soviet Union) is described and defined by presenting case studies of the Hungarian rebellion in 1956, the Cuban missile crisis in 1962, and the Arab-Israeli War in 1973. For each crisis the history is described, the current situation is presented, and the effects on and stages of development in the bipolar system are appraised. The study guides at the end of each chapter are designed to help the student examine each case and evaluate the system. The booklet also suggests issues and topics for further exploration and identifies other cases to examine. The final chapters postulate changes in the balance of power in the future and possible solutions for obtaining world order. Key concepts are defined in a glossary. (CK)…

Morris, Donald (1976). Interdependence–Spirit of 1976: A Special Bicentennial Edition of "Teaching about Interdependence in a Peaceful World.". Methods and resource materials are suggested for teaching elementary level students about the concept of interdependence in terms of the Bicentennial. The rationale lies with a belief in human interrelatedness and the universality of human rights for which the signers of the Declaration of Independence struggled. Students are encouraged to explore American history and find events and individuals that worked to unite Americans and foster peace among ethnic groups, races, religions, and the government and American Indians. For example, Benjamin Franklin is cited as a significant contributor to cooperation between the colonies. To celebrate the festival of the Bicentennial, activities are suggested which involve students in making collections of poetry and essays about their reactions to life today and in making colonial costumes. Awareness of new horizons can be deepened by discussing basic human needs, writing poetry relating the past to the future, and studying critical global… [PDF]

Wilson, Thomas W., Jr. (1985). The Global Environment and the Quest for Peace: A Revolution in the Scale of Things. Social Education, v49 n3 p201-04 Mar. Changes in the scale of destructive power have fundamentally altered the nature of the threat to the security of nations and so demand a corresponding adjustment in our perceptions of the realm of peace and security affairs. There can be no national security without world security in the real world. (RM)…

(2005). Controlling the Proliferation of Nuclear Weapons: Study Guide for Teachers and Students. United States Institute of Peace The objectives of this teaching guide are: (1) to increase student understanding of the prevalence and spread of nuclear weapons; (2) to familiarize students with historic and contemporary measures to control nuclear proliferation and stimulate their thinking of potential strategies for doing so in the future; (3) to develop students' analytical reading, writing, and research skills; (4) to reinforce students' abilities to collaborate and produce a work product with peers using traditional and electronic means of research, discussion, and document preparation; (5) to enable classroom teachers, students, and contest coordinators to write, edit, and submit essays to the United States Institute of Peace; and (6) to provide teachers with lesson plans, worksheets, bibliographic sources, and factual material to assist them in preparing students to write essays for submission to the National Peace Essay Contest. This guide contains the 2005-2006 National Peace Essay Contest question, six… [Direct]

Drew, Naomi (1995). Learning the Skills of Peacemaking: A K-6 Activity Guide on Resolving Conflict, Communicating, Cooperating. Revised and Expanded. Teachers, parents and other caregivers who wish to bring the skills of peacemaking to life in children and in the world rely on four basic concepts: accepting self and others, communicating effectively, resolving conflicts, and understanding intercultural differences. Ways in which adults can impart these skills to children are presented in this guide. Skills are presented in three stages: (1) "Peace Begins with Me"; (2) "Integrating Peacemaking into Our Lives"; and (3) "Exploring Our Roots and Interconnectedness." Each stage offers several lesson plans and ends with a review. Methods include classroom simulations and role plays, artwork, journaling, reading and research reports, and discussions. There are 59 age-leveled lesson plans and 11 bulletin boards. Topics include: Creating a Peaceful Classroom, Using "I Messages," Win/Win Guidelines, Creative Brainstorming, Taking Care of Our Earth, Peacemakers in My Life, Making Ethical Choices, Our…

Lantieri, Linda (1995). Waging Peace in Our Schools: Beginning with the Children. Phi Delta Kappan, v76 n5 p386-88 Jan. Describes the Resolving Conflict Creatively Program (RCCP), a student mediation process begun in 1985 as a collaboration between the New York City Public Schools and Educators for Social Responsibility's New York City chapter. RCCP now educates for intergroup understanding, alternatives to violence, and creative conflict resolution among students, teachers, parents, and administrators in five school systems across the country. (MLH)…

Carter, Susanne (1992). Reshaping the War Experience: Women's War Fiction. Feminist Teacher, v7 n1 p13-19 Fall. Contends that war fiction published by U.S. women has evolved as a genre of its own in the twentieth century. Asserts that the common element that unites this otherwise diverse body of literature is the constant reminder that women as well as men are participants and victims in war. (CFR)…

Martinez, Alison P.; Martinez, Tony P. (2005). United World Prep Schools Seek Global Unity and Acculturate U.S. Teachers. Education Digest: Essential Readings Condensed for Quick Review, v70 n6 p48-53 Feb. United World College of the American West (UWC-USA) which was founded in 1982 by the Occidental Petroleum magnate and philanthropist, Armand Hammer, is an upper-secondary school with 200 students and two dozen faculty from 80 countries or more. Situated amid traditional Hispanic settlements in New Mexico's scenic Sangre de Cristo Mountains, UWC-USA brings together young people (ages 16-19) from many nations, races, and social backgrounds for challenging pre-university studies and voluntary service. Its goal is to help students develop pride, become more articulate, and gain a sense of responsibility and a mature perspective on their own culture, background, and nationality. At the same time, to transcend that background and become aware of and involved in the challenges common to all humanity–justice, peace, or whatever issue facing the global community may be most interesting to them. This article also discusses the International Baccalaureate (IB) curriculum which all UWC… [Direct]

Collins, Rob; Hammond, Merryl (1993). One World, One Earth: Educating Children for Social Responsibility. This book is designed to help teachers, environmental educators, and parents teach children and adolescents about social responsibility. It focuses on helping children talk about and understand peace as well as issues related to the environment, human rights, development, the international community, and social justice. It seeks to promote cooperation, solidarity, and security by combating ideas that promote war, violence, nuclear weapons, child abuse, sexism, racism, and environmental destruction. Included in five chapters is a selection of: (1) learning activities and discussion starters; (2) detailed lesson plans; (3) tips for using visual materials; (4) songs; (5) simulation games; and (6) suggestions for working in different settings. Five appendixes provide an annotated list of books and educational materials, lists of relevant organizations, songs, ideas for experimenting with poetry writing, and simulation games. (MDM)… [PDF]

Donnelly, Warren H. (1990). Managing Proliferation in the 1990s, "Something Borrowed, Something New…". Social Education, v54 n3 p156-58 Mar. Assesses the progress and the challenges that education must meet in identifying world policy for proliferation management. Gives a historical perspective on attempts to control proliferation. Includes maps, charts, a historical chronology of these efforts, and a list of proliferation management issues. (NL)…

Bey, Theresa M.; Turner, Gwendolyn Y. (1996). Making School a Place of Peace. This book was written for educators at all levels and individuals who are concerned about making schools safe, orderly places. It offers guidelines to promote and increase peace in the schools. The introductory chapter, "Moving toward a Peaceable School," endorses the national commitment to violence-free, peaceful, and productive schools, and presents the principles for a peaceable school. Chapter 2, "Creating a Peaceable Environment," suggests ideas for a safe school environment and a crisis-management plan. The third chapter, "Encouraging Peaceful Communication," discusses various forms of communication for peaceful interactions among students, faculty, and staff members. The need for social and multicultural peace objectives in curricula at all levels is emphasized in the fourth chapter, "Planning for Peace across the Curriculum." Chapter 5, "Changing Instruction: The Hard Realities," advocates the use of differentiated…

Alexander, Susan, Ed. (1985). Finding Common Ground: Days of Dialogue Teaching Materials. Teaching for the Summit and Beyond. Designed for elementary, secondary, and post-secondary classrooms and community use during the week of November 11-15, 1985–the week before the Reagan-Gorbachev Summit meetings in Geneva, Switzerland–these lesson plans and units accomplish two goals: (1) to inform young people and adults and raise the level of understanding around specific issues of the Reagan- Gorbachev summit; and (2) to encourage teachers, students, and adults to develop a new process for talking about the critical issues of our time. With emphasis on problem-solving and conflict resolution, the packet is organized into eight sections. Following an introduction, sections 2 and 3 provide activities for all ages and conflict-resolution activities for students in grades 1-6. Section 4 provides activities for students in grades 7-12, including a brief history of summits and summitry, questions for discussion, lessons for organizing a mock summit meeting in the classroom, an activity involving a closer look at arms…

Perrone, Vito (1986). Peace Studies. Insights into Open Education, v18 n5 p1-6 Jan-Feb. Themes that should be included in an elementary and secondary peace studies curriculum are discussed in this newsletter essay. Social studies teachers must use great discretion as to what topics in the peace studies curriculum are taught at what level. The study of nuclear arms should be included in peace studies at the secondary level. Research and informal interviews with secondary and college students indicate that youth are not knowledgeable about nuclear arms and, furthermore, do not think that nuclear policy can be influenced by what individuals do or don't do. The social studies curriculum teaches students a great deal about war. But it should also, through peace studies at all levels, focus greater attention on peace. Elementary and secondary students should learn about peacemakers, those who oppose war, and about alternatives to war. There are many other themes that can be included in peace studies curriculum, e.g., foreign language study, cross cultural studies, and sister… [PDF]

Hofmeier, Claus (1979). Young Germans Assist the Third World. Participation by West German youth in international assistance to developing nations is examined. International assistance is interpreted to include public, private, and religious programs and projects involved in technical advancement, food distribution, agricultural development, health improvement, and natural resource development in other nations. Examples of organizations which have provided many German youth with an opportunity to serve in developing nations include the United Nations, the World Food Programme, the World Bank, the World Health Organization (international); the German Agency for Technical Cooperation, the German Development Society, the German Foundation for International Development, the German Development Service (German government sponsored); Bread for the World, International Christian Peace Service, (religious), the Carl-Duisberg Society, and the German Academic Exchange Service (private). It is estimated that approximately 3,000 Germans, including many…

(1973). Conflict Resolution in Contemporary Society. These secondary materials help students understand the nature of human conflict and alternative methods of resolving such conflict in order to further human cooperation on global problems. Objectives of the materials include (1) identifying global problems, their multiple relationships, and basic elements within the categories of war and peace, environment, economic welfare, and social justice; (2) becoming aware of strategies for conflict management, such as concession and arbitration; (3) applying these strategies to specific situations; (4) developing evaluative criteria for assessing their effectiveness; (5) following commitment with action; and (6) clarifying one's own values while learning to respect value differences. The written and audiovisual program may be broken into supplementary units or stacked into a full year course. This flexibility allows the written materials included in this document to be used alone. Arranged sequentially, introductory packets provide concepts… [PDF]

Nummenmaa, Tapio (1971). Children's Conceptions of the Adult World. Reports from the Institute for Educational Research, 91/1971. The purpose of the study was to describe Finnish children's conceptions of aspects of the adult world and the development of the structure of children's thinking. Ninety boys and girls between the ages of 5 and 10 were interviewed individually. Each child was asked a minimum of 15 questions in each of the following subject areas: 1) war and peace; 2) power and practice of power; 3) deviating groups: prisoners, mentally ill, bums, and the rich; and 4) protection of nature. Questions asked were mainly concerned with a knowledge of facts, but some also required evaluation and value judgement. Following a brief introduction, the report presents a description of the children's conceptions in the four subject areas and points out the similarity of and differences in the ideas of the different age groups. Observations on the children's conceptions and a comparison with earlier studies are made. Interview questions and children's answers to each question in different age groups are included… [PDF]

Bonham, George W. (1980). Education and the World View. Change, v12 n4 p2-7 May-Jun. The Council on Learning's Education and the World View project is described as a carefully defined public project of two years' duration to encourage serious curricular reconsiderations in our schools and colleges in view of the new realities of the world. An undergraduate experience should expose students to other cultures. (MLW)…

Lindsay, Beverly (2004). Ralph Bunche: University and Diplomatic Legacies Fostering Innovative Paradigms. Journal of Negro Education, v73 n2 p105-115 Spr. This article is based upon the 2003 24th Annual Charles H. Thompson Lecture at Howard University. It devotes attention to the nexuses between Ralph Bunche's scholarly publications and diplomatic speeches and their relationships to contemporary university plans and programs to address ongoing crises. In-depth interviews with a university chancellor and a president at two major public research universities–the University of Massachusetts at Amherst and the University of Michigan, Ann Arbor–were undertaken in order to ascertain the current roles of universities as they directly and/or indirectly build upon Bunche's conceptual writings, policy perspectives, and higher education program implementation…. [Direct]

Frierson, Sylvia; Gill, Walter (1995). Resolving the Conflict Maze in Secondary School. The rush to establish conflict resolution strategies in the schools has created a maze of programs based on a number of models. By themselves, these programs are not sufficient to promote peace among youth, since they do not transcend the interpersonal level to consider the involvement of groups of students, the community, and families. Resolving the conflict resolution maze at the secondary school level can be achieved by developing peace and prevention plans based on the best practice program models available. Evidence is beginning to emerge that cooperative learning experiences are effective in conflict resolution curricula. Review of effective programs points out the importance of multidisciplinary approaches and the necessity of considering peer relationships in conflict resolution. One of the most effective strategies in helping students develop internal discipline and in ensuring a safe school environment is that of crisis intervention. The Mark Twain School (Montgomery… [PDF]

Payne, Mabel; And Others (1993). Project STOP Final Evaluation Report, 1991-1992. OREA Report. This report presents the results of the Office of Research, Evaluation, and Assessment's (OREA) evaluation of the implementation of the first year (1991-1992) of Project STOP (Schools Teaching Options for Peace), a comprehensive conflict resolution and peer mediation program for middle schools in the New York City Public Schools. It describes Project STOP as consisting of three components: (1) student peer mediation; (2) curriculum; and (3) parents. The majority of the data presented in this report came from on-site interviews with school-based project participants in 7 of the 15 STOP schools. Chapter I gives an overview of the background of the project, program description, and evaluation objectives and methodology. Chapter II details participant selection as well as demographic and conflict resolution/mediation experience prior to project enrollment. Chapter III discusses training activities and participants' reactions to them. Chapter IV presents agency implementation findings,… [PDF]

Sass, Charles R. (1995). Talking Peace with Jimmy Carter. Teacher's Guide. This guide accompanies a videotape designed to provide students with insights on former president Jimmy Carter's views on peace and mediation. Activities emphasize key ideas relating to conflict resolution and human rights issues. Each activity uses student handouts and can be completed in one to three class periods. Activities include: (1) "What is 'Peace'?"; (2) "The Causes of Conflict"; (3) "Viewing the Video"; and (4) "You Be the Mediator." Additional suggestions are offered, as wall as background information, quotations about peace, statements about conflict, a viewer's guide, and mediation scenarios. (EH)…

Bettendorf, Joline; And Others (1988). Literature of War and Peace. Section IV: A Man's Bound to Fight for What He Believes In. This 16-day curriculum unit is designed for use in English and language arts classrooms, grades 9-12 and community college. While it is the fourth section in a series of five on the literature of war and peace, it can be used with or without the other four sections. Each section of the series focuses on a different genre of the literature of war and peace, and the literature in each section has common sub-themes. In this section, students compare and contrast attitudes towards war, peace, and patriotism in different cultures and other time periods. In addition, students compare their concepts of patriotism and other values with those of the characters in the literature in order to clarify their values and attitudes about their responsibilities as citizens and about their relationship to their community and country. The handouts and activities contained in the lessons provide an opportunity for students to develop writing skills and to understand better various literary styles and…