Barber, Jacqueline, Ed.; And Others (1982). Nucleography: An Annotated Resource Guide for Parents and Educators on Nuclear Energy, War, and Peace. This selective annotated bibliography is intended for anyone who wants to learn and teach about nuclear technology and its potential implications for humankind. Over 600 resources dealing with nuclear energy, nuclear war, and peace are described. There are eight chapters. Chapter 1 describes informational materials, including journal articles, books, reports, and pamphlets. Psychology and teaching methods are the foci of the second chapter. The third chapter lists curriculum materials for children, teens, and adults. Books for children are described in chapter 4. Audiovisual resources, including films, video tapes, slide shows, and filmstrips are cited in the fifth chapter. Chapter 6 describes periodicals and resource lists. Materials cited in the first six chapters were published during the 1970's and early 1980's; ERIC accession numbers are provided when applicable. Chapter 7 cites organizations active in the area of nuclear technology. The concluding chapter describes human…

Fraenkel, Jack R.; And Others (1971). Peacekeeping: Problems and Possibilities. This material is suitable for students at secondary and college levels, and as adults. Chapter 1, War, Peace, and Survival, provides an historical view of war and makes a convincing case for the necessity of peace. Chapters 2 through 5 examine more closely two of the world's major efforts at peacekeeping during the 20th century–the League of Nations and the United Nations. The reader has an opportunity to see how each of these man-made instruments was intended to keep the peace, and then to see how they actually operated in real situations–Ethiopia in 1934, and the Congo in 1960. In Chapters 6 through 9, two additional suggestions for peacekeeping are suggested, mutual deterrence and world law. Examples are provided of how deterrence worked in Cuba during 1962, and how world law might work in a hypothetical situation. Discussion questions are raised at the end of each capter. It is hoped that by critically evaluating these plans and how they have operated and might operate, the…

(1970). American Civilization in Historic Perspective, Part I. A Guide for Teaching Social Studies, Grade 11. This teaching guide offers illustrative and reference materials that are both narrative and graphic on the three topics of Mass Media, Conflicting Ideologies, and Social Control. The objective is to furnish primary materials on these topics not easily available to teachers. Emphasis is on organizing the selections as short cases or studies. Related understandings are grouped together to emphasize this approach. The inductive method encourages students to examine the presentations objectively, analyze and interpret them in terms of the medium, and consider the historic development of the issues. Section 1, Mass Media, presents a study of the Power of the Press: A Case Study of the Tweed Ring, and the Mass Media Today, including the Agnew address and related material on network censorship. In section 2, Conflicting Ideologies, variations in the role and attitude of the pacifist in different periods of U.S. history and conflicting views regarding the influence of Communism in American…

Totten, Sam (1983). Learning about Nuclear War the Hard Way. Curriculum Review, v22 n4 p85-88 Oct. Attributes the neglect, by most high schools, of the issues of the nuclear arms race and the threat of nuclear war to the lack of information or perfunctory treatment of the topic in textbooks and describes materials developed by nonprofit nuclear educational groups for students at this level. References are given. (MBR)…

(2004). Transitions to Democracy: Study Guide for Teachers and Students–National Peace Essay Contest. United States Institute of Peace This teaching guide's principal objective is to engage students in thinking about the relationship among conflict, peace, political transition, and democracy in preparation for writing an essay on the National Peace Essay Contest's topic on \transitions to democracy.\ Specific objectives are: (1) to increase students' understanding of the nature of democracy and historic and contemporary efforts at democratization, especially after a conflict; (2) to make students aware of the essential elements that foster and maintain democratic governments and societies; (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 their essay to the United States Institute of Peace (USIP); and (6) to provide… [Direct]

Furlong, Lisa; Kreidler, William J. (1995). Adventures in Peacemaking: A Conflict Resolution Activity Guide for School-Age Programs. This guide includes hundreds of hands-on, engaging activities designed to meet the unique needs of after-school programs, camps, and recreation centers. The activities teach the skills of creative conflict resolution to school-age children through games, cooperative team challenges, drama, crafts, music, and cooking. It includes easy-to-implement strategies and tips for providers to both reduce conflict in their programs and intervene effectively when conflict does occur. The 10 chapters include: (1) \Introduction\; (2) \Handling Conflict in the Peaceable Program\; (3) \Clubs, Clusters, Themes, and Projects\; (4) \Making Activities Adventuresome\; (5) \Cooperation\ (cooperative skill building; getting acquainted and team building; cooperative games; and cooperative challenges and group problem solving); (6) \Communication\ (communication skill building; observation, memory, and point of view; exploring communication; and listening and speaking activities); (7) \Expressing Feelings\…

Lantieri, Linda; Patti, Janet (1996). Waging Peace in Our Schools. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems, v5 n3 p152-55 Fall. Describes a program that seeks to change the values and culture of the school by combining the teaching of social and emotional skills with training in conflict resolution and diversity issues. Provides examples of how to "wage peace" in the schools and gives examples of advancements made through program efforts. (RJM)…

Lester, David (1994). Factors Affecting Student Attitudes toward War. Journal of Social Psychology, v134 n4 p541-43 Aug. Reviews previous research on attitudes toward war. Describes a study of undergraduate student attitudes toward war compared with personality traits. Finds that, although personality traits were only minimally associated with attitudes toward war, men were more prowar then women. (CFR)…

Kimball, Jeffrey (1994). Alternatives to War in History. OAH Magazine of History, v8 n3 p5-9 Spr. Asserts that human history is a story of paradoxes: cooperation and conflict, war and peace. States that, throughout history, various individuals and groups have sought alternatives to war. Describes attempts to keep the peace, to manage conflict, and to initiate social reforms that eliminate the causes of war. (CFR)…

Flowers, Nancy (1998). The Universal Declaration of Human Rights: 50 Years Old but Still Coming of Age. Update on Law-Related Education, v22 n3 p6-11 Fall. Highlights the events of the past 50 years concerning the Universal Declaration of Human Rights that is the first document in human history to codify rights that apply to every person regardless of citizenship in a particular country. Explains why the United States does not comprehend the value of the declaration. (CMK)…

Norton, Augustus Richard; Weiss, Thomas George (1990). UN Peacekeepers: Soldiers with a Difference. Headline Series No. 292. United Nations (UN) peacekeepers, symbolic neutral military units whose presence has made a difference in areas as diverse as Afghanistan, Central America, and Namibia, are in a unique position to affect the course of international peace. With recent UN successes negotiating resolutions in Afghanistan and the Iran-Iraq war, and with radically improved relations between Washington and Moscow, there is a new sense of optimism about the United Nations. In fact, international support for UN peacekeeping, symbolized by the Nobel Peace Prize of 1988, appears to be at an all-time high. However, unless solutions are found to three unresolved peacekeeping problems–financing, management, and peacemaking–the current optimism about the UN could sour. The United States is urged to take advantage of this unique chance to improve the peace process by acting quickly to address these problems. The book includes a map and a chronology of current peacekeeping operations, excerpts from the UN… [PDF]

Reynolds, Joan (2002). Thich Nhat Hanh As Adult Educator. Thich Nhat Hanh, a 76-year-old Buddhist monk of the Vietnamese meditation school, exemplifies mindfulness in his daily life and teaches these principles around the world. Preferring to be called \Thay\ which means teacher, he has written over 75 books on such subjects as mindfulness in daily living and its relation to social action. His teachings can be identified with \engaged Buddhism,\ which emphasizes the importance of community, yet points out that one need not look outside oneself for love because loving oneself with proper care and understanding is loving the world. Mindfulness is the energy of being aware and awake to the present moment throughout the day. It can be practiced in the kitchen, bathroom, one's room, and on the walking path. Thay believes America's disregard for daily living has contributed to violence in the world and explains that its foreign policy and Americans' personal relationships disallow the deep listening needed to understand the suffering and issues… [PDF]

Hoepli, Nancy L., Ed. (1986). Great Decisions '86. Designed to initiate discussion of foreign policy decisions, this book contains an analysis of eight foreign policy issues confronting the United States in 1986. Each unit provides the background and guidelines to provide perspective to assist in understanding foreign policy crises. The units included in this issue are: (1) \How Foreign Policy Is Made: The Case of Central America\; (2) \'Star Wars' and the Geneva Talks: What Future for Arms Control?\ (3) \Democracy in Latin America: Focus on Argentina and Brazil\; (4) \International Terrorism: In Search of a Response;\ (5) \European Community and the U.S.: Friction Among Friends\; (6) \Third World Development: Old Problems, New Strategies?\ (7) \Israel and the U.S.: Frienship and Discord\; and (8) \Religion in World Politics: Why the Resurgence?\ Each section includes a reading list. Ballots for use in voting on issues addressed in discussion groups are also appended. (NL)…

(1984). World Order Values Bibliography. Books and Audio-Visual Materials for Children and Youth, Selected and Annotated. Intended to provide students from the preschool to the secondary school level with resources related to world order values, the 300 books and audiovisual materials listed in this annotated bibliography are divided into five section headings: (1) peace, (2) economic well-being, (3) social justice, (4) ecological balance, and (5) "New Day Heroes." The majority of items were produced in the 1970's and early 1980's. In addition to five topical sections, there are three indexes: a "Selective Experience Index," which lists books dealing with experiences of ethnic and other minority groups (nearly one-half of the titles in the bibliography); a reading level index; and a title index. The Appendix provides a short annotated and graded list of films, filmstrips, slide shows, and recordings. A title index to the audiovisuals concludes the bibliography. (LH)…

Desmond, Kathleen (1970). Introduction to Development: Bridge to Peace. This is a flexible unit for use in a school curriculum or an off-campus seminar. In it, development is defined as progress toward the achievement of economic, social and political conditions under which all can enjoy a reasonable standard of living and each individual will have the opportunity to reach his/her highest potential for human growth and well-being. Poverty is one of the greatest obstacles to human growth and forms the focus of this unit. The study of poverty in this country is integrated with the study of poverty in the developing countries. The unit is primarily designed for United States youth who have never personally experienced dire poverty; the class, however, will benefit if persons from lower socio-economic groups participate. Because of the broad scope of the topic, it is envisioned that individuals will be reading from diverse sources. Therefore, seminar leaders will function primarily as coordinators and resource persons. The unit is divided into three broad…

Mueller, Jean West; Schamel, Wynell Burroughs (1990). "Out of Fear and into Peace" President Eisenhower's Address of the United Nations. Social Education, v54 n3 p163-66 Mar. Presents a section of President Dwight D. Eisenhower's, "Atoms for Peace," 1953 address to the United Nations General Assembly. Suggests using the document for classroom discussions of nuclear proliferation, emphasizing that using primary sources develops research skills, activates classroom discussions, citizenship, and creative writing. (NL)…

(1995). Defining Our Role in a Changing World: What Is America, and What Do We Want It To Be? Library Reader 1995. Choices for the 21st Century Education Library Series. This reader provides background information for a public policy discussion program about the nation's future at this critical point in history. Through a non-partisan discussion format, citizens are encouraged to deliberate about the direction in which the nation should head in the years to come. This reader employs a multi-disciplinary approach and a humanities-centered methodology. The volume includes the following chapters: (1) \The End of the Cold War: Challenges of a New Era\; (2) \Considering Four Futures\; (3) \The Search for Peace in an Age of Conflict: Debating the U.S. Role\; (4) \U.S. Trade Policy: Competing in a Global Economy\; (5) \Global Environmental Problems: Implications for U.S. Policy\; (6) \Russia's Uncertain Transition: Challenges for U.S. Policy\; (7) \U.S. Immigration Policy in an Unsettled World\; and (8) \Charting Our Future: Balancing Priorities.\ A ballot for voting on the suggested course of action also is included, along with a participation evaluation…

James McGinnis (1993). Educating for Peace and Justice: Religious Dimensions, Grades 7-12. 8th Edition. This manual examines peace and justice themes with an interfaith focus. Each unit begins with an overview of the unit, the teaching procedure suggested for the unit and helpful resources noted. The volume contains the following units: (1) "Of Dreams and Vision"; (2) "The Prophets: Bearers of the Vision"; (3) "Faith and Culture Contrasts"; (4) "Making the Connections: Social Analysis, Social Sin, and Social Change"; (5) "Reconciliation: Turning Enemies and Strangers into Friends"; (6) "Interracial Reconciliation"; (7) "Interreligious Reconciliation"; (8) "International Reconciliation"; (9) "Conscientious Decision-Making about War and Peace Issues"; (10) "Solidarity with the Poor"; and (11) "Reconciliation with the Earth." Seven appendices conclude the document. (EH)… [PDF]

Irwin, Wallace, Jr., Ed.; And Others (1980). American Foreign Policy for the '80s: A Voter's Guide to the Facts and Issues. The purpose of this guide is to provide voters, officeholders, and candidates with background information on major foreign policy issues so that they can follow the 1980 presidential debates and reach their own informed conclusions. Thirteen major foreign policy topics are covered. The material is written in telegraphic style to get the essential information into a limited space. All facts have been carefully researched and the approach is strictly impartial and nonpartisan. Each topic includes a section tracing administration policy and concludes by presenting alternatives to present policy, with main arguments pro and con. A few additional readings are listed for each subject. Topics treated are: Leadership: President vs. Congress; U.S. Defense Policy; International Terrorism; Energy: U.S. Dependence on Foreign Oil; Trade and the Dollar; The UN and Third-World Development; Southern Africa; China and Taiwan; Cambodia, Vietnam and the Refugee Crisis; The Caribbean and Central…

(1982). Seminar on the Associated Schools: N'Djamena, Chad, 4-6 May 1982. International Understanding at School, n44 p5-6. Recommendations of a seminar held in N'Djamena, Chad, from May 4-6, 1982, to support the activities of the Associated Schools project intended to promote international understanding and peace are described. (RM)…

Moreillon, Judi (2003). Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry. Students and teachers employ think-aloud strategies as they read literature, compose poems, and create artwork related to the theme of peace. This unit is designed for collaborative teaching among classroom, art, and technology teachers, and school librarians. A single educator can also teach this unit. During nine and a half hours, plus publishing time, students will: practice think-aloud strategies when reading literature; apply think-aloud strategies when listening to poetry and viewing art; compile questions and personal responses to literature using a graphic organizer; study the symbol of the dove via the Internet and re-envision Picasso's dove in their own artwork; brainstorm and compose a shared classroom poem about peace; use technology tools in the prewriting, composition, revision, and publication stages of the writing process; and compose individual poems inspired by their own artwork. The instructional plan, lists of resources, student assessment/reflection activities,… [PDF]

Spector, Leonard S. (1990). The New Nuclear Nations. Social Education, v54 n3 p143-45,150 Mar. Explores the issue of nuclear proliferation, noting that the countries with nuclear capability now include Israel, South Africa, India, and Pakistan. Describes the role and problems of the United States in halting nuclearization. Supplies charts, maps, and information concerning the state of nuclear capability in each country. (NL)…

Boas, Jacob (1990). Resources and Guidelines for Teaching about the Holocaust [and Related Brochures and Poster.]. This resource packet presents a variety of ideas, lesson plans and activities to teach about the Holocaust. Lesson plans in this packet include: (1) "Human Behavior"; (2) "The Teachings of Contempt–Entry Points for Examining the Holocaust: Prejudice, Bigotry, Racism, Stereotypes, Scapegoating"; (3) "The Holocaust"; (4) "Rescue and Human Behavior, Moral Decision Making–The Courage to Care"; and (5) "Processing." Each lesson plan includes: the lesson's objective; a list of materials (e.g., videos, literature, visual aids); a list of activities; and discussion topics. An extensive list of curricular resource materials and a Jewish Media Catalog with educational videotapes on the Holocaust are included. Other materials in the packet include: (1) "'Kristallnacht': The Night of Shattered Glass"; (2) "Everyone is Human"; (3) a brochure explaining the Holocaust Center of Northern California; and (4) "Liberation… [PDF]

(1993). Conflict! Battle of Gettysburg. Teacher's Guide. This flexible resource teaching package describes the 1863 Battle of Gettysburg and explores how conflicts begin and how they can be ended. Lessons address visual, auditory, and kinesthetic learners while fostering critical thinking skills as students read, write, analyze, and draw conclusions. Role playing and other creative activities are included. The packet contains five lessons: (1) "Conflict and Its Resolution"; (2) "The Conflicts that Caused the Civil War"; (3) "The Gettysburg Campaign and the Battle"; (4) "How the Gettysburg Conflict Affected People"; and (5) "The Gettysburg Address." The lessons are designed to: work with a poster and prepare students for a visit to Gettysburg; offer teachers a way to integrate the study of history with other academic subjects in the upper elementary grades; and coordinate with the learner outcomes identified by the Pennsylvania Department of Education. Teachers can use one lesson or all… [PDF]

Bonta, Bruce D. (1993). Peaceful Peoples: An Annotated Bibliography. This annotated bibliography includes 438 selected references to books, journal articles, essays within edited volumes, and dissertations that provide significant information about peaceful societies. Peaceful societies are groups that have developed harmonious social structures that allow them to get along with each other, and with outsiders, without violence. Forty-seven peaceful societies are described, including religious groups such as the Amish, the Brethren, Doukhobors, Hutterites, Mennonites, Moravians, and Quakers; Native peoples of North America such as the Inuit, Montagnais-Naskapi, Sanpoil, Saulteaux, Zapotec, and Zuni; and indigenous groups from South America, Africa, the Pacific Islands, and Southeast Asia. Literature from fields such as anthropology, psychology, sociology, history, and religious studies are represented. Many entries deal with childrearing techniques and traditional education aimed at socializing children to mores of nonviolence and emotional control….

Bettendorf, Joline; And Others (1987). Literature of War and Peace. Section I: \…What They Are Running From and To, and Why.\. This 4-5 day curriculum unit is designed for use in English and language arts classrooms, grades 7-12 and junior college. While it is the first 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 analyze symbols, a political cartoon, and two modern fables. The terms and process of literary analysis as well as the theme of war and peace are introduced in this section. 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 techniques. Six appendices are as follows: (1) Introduction to the literature of war and peace series; (2) Related activities; (3) Connections to textbooks; (4) Connections to California's Model Curriculum…

Johnson, Patricia (1986). The Activist Decade: Its Influence on Briar Cliff College. The influence of the "activist decade" (spanning the early 1960s through the early 1970s) on Briar Cliff College (Iowa), a small midwestern liberal arts college affiliated with the Catholic Church, is discussed. Forces such as racism, the Vietnam War, and student unrest elicited concern and activism at Briar Cliff College, although there were never the intensely expressed mass protests that occurred at many larger universities. The "liberal idealism" of the era was influential despite parochial and conservative traditions at the college. Factors that generated liberal sentiments among students and faculty at Briar Cliff included the national news depiction of ghetto violence and campus unrest, resistance to the draft, music of the time, and a primarily young faculty at the college in the 1970s. Idealism of the new young faculty was further influenced by the college's Franciscan heritage that emphasized values such as concern for the whole person. Examples of…

Hoepli, Nancy, Ed.; And Others (1988). A Citizen's Guide to U.S. Foreign Policy: Election '88. Nonpartisan Briefs on 18 Key Issues. In order to make informed voting decisions citizens need background information on complex foreign policy issues facing the United States. This guide presents current issues and provides information to help citizens cast a thoughtful vote. The guide is divided into six main headings: Leadership; Security; Economic and Social Issues; Critical Regions; Bilateral Relations; and United Nations. The first of 18 subtopics discussed is the role of the U.S. Congress in developing foreign policy; other topics are terrorism, international drug traffic, the role of Japan as a leading industrial nation, Central America and political change, controlling the arms race, South Asia, problems in the Middle East and Gorbachev's Societ Union. The historical background of various countries' relations with the United States is given and brief bibliographies are included for each topic. Policy choices are presented, along with the pros and cons of current U.S. positions for each argument. Maps, charts,…

Benaiges, Phil (2005). The Spice of Life? Ensuring Variety When Teaching about the Treaty of Versailles. Teaching History, n119 p30-34. Much has been said and written about different learning styles in recent years. Some people have responded with evangelical enthusiasm, others exercise a more cautious approach, whilst a few disregard it completely. Certainly, there are problems in allowing learning style "audits" to shape our teaching strategies entirely. But one message emerges from the debates loud and clear: vary your teaching strategies and you're more likely to engage all your pupils and develop their understanding. This is hard to contest. A solid diet of question and answer or role-play or written work is unlikely to appeal to a classroom of students who enjoy different ways of learning. Phil Benaiges has used the learning style literature to help him develop a wide repertoire of activities for the history classroom. The fact that he has done so at GCSE is even more impressive. Building on the work of Ian Luff and Phil Smith, Benaiges insists that despite the formal requirements of the GCSE… [Direct]

(1979). Declaration on Fundamental Principles Concerning the Contribution of the Mass Media to Strengthening Peace and International Understanding, to the Promotion of Human Rights and to Countering Racialism, Apartheid and Incitement to War. Before presenting the declaration passed on November 22, 1978 at the twentieth session of the General Conference of Unesco, this publication reviews the events and resolutions that led up to the passage of the declaration and cites remarks on the declaration made at the close of the session by the Director-General of Unesco. The declaration, presented next, consists of a preamble and 11 articles regarding the rights and responsibilities of the mass media in strengthening peace and international understanding, promoting human rights, and countering racism, apartheid, and incitement to war. Among the topics discussed in the articles are the way the mass media can counter violations of human rights by disseminating information on the aims, aspirations, cultures, and needs of all peoples; the role of the media in educating young people in a spirit of mutual respect and understanding; the need to correct the inequalities in the flow of information to, from, and between developing…