(1972). Coping with Conflict and Change in Our Global Society. Report of a Summer 1972 Workshop. A five-week summer workshop offered inservice training to twenty-eight intermediate and high school social studies and English teachers. Participants examined the concepts of conflict, power and authority, identity, and interdependence through content and team working sessions, ranging from games to lectures, and independent study in an effort to produce workable mini-units around the concepts. Rather than writing an original curriculum unit, emphasis was on coordinating available materials with the individual needs of the schools where the fourteen units would be taught by the participants. Contact will be made with teachers in a follow-up program by the DVEP staff who will visit classrooms to evaluate the effectiveness of the materials, to provide ongoing resource assistance, and to choose the best units for wider local distribution. Staff and participants evaluated the workshop favorably. Teachers plan to implement mini-units and other workshop materials in their classrooms…. [PDF]

Schamel, Wynell; West, Jean M. (1997). Robert E. Lee's Resignation from the U.S. Army. Teaching with Documents. Social Education, v61 n2 p108-11 Feb. Outlines a series of teaching activities to be used in conjunction with Robert E. Lee's letter of resignation. These include textual analysis, class discussions, writing assignments, and student research. Includes a photocopy of the letter as well as a brief discussion of Lee's role in the Civil War. (MJP)…

Chatfield, Charles (1994). Peace as a Reform Movement. OAH Magazine of History, v8 n3 p10-14 Spr. Asserts that peace activism should be integrated into U.S. history. Traces the history of the peace movement and peace activism from the American Revolution to the 1980s. Concludes that the peace movement, although diverse and constantly changing, has made an appreciable difference in national attitudes toward war and civil violence. (CFR)…

Reinarman, Craig (1991). Political Pedagogy and Democratic Discourse: Bringing War and Peace into the Classroom. Journal of Urban and Cultural Studies, v2 n1 p99-106. A survey of approximately 60 college faculty members in several disciplines, all opposed to the Persian Gulf War, demonstrates their commitment to bringing the Gulf Crisis into the classroom democratically, not as an attempt to mobilize antiwar sentiment, but as an exercise in critical thinking. (SLD)…

(1970). Meetings of the War/Peace Curriculum Implementation Committee of Mount Diablo Unified School District. Workshop Report. This document includes reports from three workshop meetings of a curriculum development committee in the war/peace field. Nine social studies teachers met at the first session for introduction to: 1) the Project and District objectives; 2) the value choices, concepts, and topics making up the war/peace field; 3) some background on community and administrative support; and, 4) the curriculum development process to be pursued. Activities included presentations by consultants, group discussions, and an optional simulation. Four teams were formed to begin work designing curriculum units using the orienting concept of conflict. The second meeting was held for purposes of: 1) increasing understanding of the concept of conflict; 2) team discussions with consultants having expertise in relevant academic fields; and 3) planning necessary steps for producing teachable units by fall, 1970. The final meeting was devoted to: 1) team presentation of work to date and criticism; 2) planning summer… [PDF]

Kleg, Milton; Totten, Samuel (1990). On Teaching Horizontal Nuclear Proliferation: A Conceptual Framework. Social Education, v54 n3 p136-42 Mar. Recommends that the study of global issues be grounded in the study of war and peace, and urges teaching students that citizens can play an active part in public policy change. Provides nine questions as a basis for an instructional unit and includes a chronology chart and nuclear history of the five major nuclear powers. (NL)…

(1971). A Selected Bibliography on International Education. This unannotated bibliography is divided into four major sections; 1) General Background Readings for Teachers; 2) Approaches and Methods; 3) Materials for the Classroom; and, 4) Sources of Information and Materials. It offers a highly selective list of items which provide wide coverage of the field. Included are items on foreign policy, war and peace, technology and world power, the future, and world survivai. Books, articles, and other materials range from 1965 (one item) through 1971. Section 4, Sources of Information and Materials, is a directory of institutional and printed sources, which is divided into the following sections: Africa, Asia, Latin America, Middle East, Current Issues, Futures, and World Affairs. (JLB)…

Becker, James M. (1988). Global Education: An Overview. Louisiana Social Studies Journal, v15 n1 p4-8 Fall. Discusses the different definitions and conceptualizations of global education, stating that much of the traditional curriculum of international studies can be reinterpreted to prepare students to participate in an interdependent society. Gives nine objectives for global education, and delineates the issues surrounding current conceptions of global education. (SLM)…

Fernekes, William R. (1990). Nuclear Proliferation: A Unit for Study. Social Education, v54 n3 p170-72 Mar. Using Argentina as a sample case study, presents a classroom unit designed to explain the implications for world peace of nuclear weapons development. Employs a policy analysis model to make an indepth examination of the values underlying all government policy decisions. Includes unit topics and procedures for the exercise. (NL)…

Sunal, Cynthia Szymanski; And Others (1994). Children's Voices from El Salvador: War and Peace. Social Education, v58 n1 p31-35 Jan. Provides an overview of the decade-long civil war in El Salvador and discusses its historical and cultural roots. Presents 14 letters, 2 poems, and 3 drawings by fourth-grade students in El Salvador that relate to the impact of war on their lives. Provides suggestions for using these letters in social studies classes. (CFR)…

Durkin, Lisa Lyons, Ed. (1996). First Teacher, Volume 17, 1996. First Teacher, v17 n1-6 Jan-Dec. These six theme-oriented newsletter issues present specific curriculum planning ideas and activities for teachers of young children. The theme of the January/February 1996 issue is "Children's Literature." This issue focuses on library utilization, props, telling and creating stories, and bookmaking for children. The theme of the March/April 1996 issue is "People in the Neighborhood." It focuses on careers and jobs for kids, bringing in special visitors, neighborhood field trips, and a classroom restaurant. The May/June 1996 issue's theme is "Spring Creativity." This issue focuses on exploring the arts outdoors, springtime recipes, spring field trips, and problem solving with toddlers. The theme of the July/August 1996 issue is "Low-Key Summer Learning." This issue focuses on summer fun, outdoor motor skill development, picnicking, exploring summer weather, and summer carnivals. The theme of the September/October 1996 issue is "The Times…

Bettendorf, Joline; And Others (1987). Literature of War and Peace. Section II: Survival and Afterward. This 13 day curriculum unit is designed for use in English and language arts classrooms, grades 7-12 and junior college. While it is the second 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 oral history and prophetic literature; one common subject featured in both works analyzed is the topic of survival. By comparing issues of war and peace in different cultures as revealed by literature, students consider the relationship between ancient and modern literature. 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;…

Gulick, Thomas G.; Merkle, Melanie L. (1983). The Model U.N. Program: Teaching Unreality. A United Nations Assessment Project Study. The Heritage Foundation Backgrounder No. 282. An evaluation of the instructional materials used by high school and college students who participated in the Model United Nations Program showed that the program is uncritical of the United Nations (U.N.) and biased against the United States and the West in general. These materials are strongly promoted by many prominent educational professional organizations. Examples of some of the biases found follow. The core curriculum being taught through the materials is the New International Economic Order (NIEO), which teaches that capitalist nations are exploiting poorer nations and that the solution to this exploitation is the massive redistribution of wealth from the developed nations to the Third World. There is no analysis of the internal problems of developing countries. Other curricula support the U.N. continual condemnation of Israel and South Africa, never mentioning PLO terrorist activities, the training of Angola troops by Soviet advisors, or the extensive U.N. funding of… [PDF]

Armacost, Michael H. (1987). U.S.-Soviet Relations: Testing Gorbachev's "New Thinking." Current Policy No. 985. Forty years ago, George F. Kennan advanced the doctrine of containment against Soviet encroachment throughout the world. The Soviet Union has evolved from a Eurasian land power into a global superpower. In an effort to create an international environment congenial to domestic reforms, Soviet leader Mikhail Gorbachev has sought greater tranquility along Soviet borders. He seeks to exploit latent anti-nuclear sentiment in Europe and to challenge the conceptual underpinnings of Western deterrence. While an Intermediate-range Nuclear Forces (INF) agreement would represent a major victory for the North Atlantic Treaty Organization (NATO), there are some who fear Gorbachev's moves represent a more subtle and effective means of removing the U.S. nuclear presence from Europe. This would leave a denuclearized Europe alone to face numerically superior Soviet conventional forces. These concerns can be dealt with by recognizing that NATO will need to retain a significant nuclear element in its… [PDF]

(1981). Project for Global Education: Annotated Bibliography. Over 260 books, textbooks, articles, pamphlets, periodicals, films, and multi-media packages appropriate for the analysis of global issues at the college level are briefly annotated. Entries include classic books and articles as well as a number of recent (1976-1981) publications. The purpose is to assist students and educators in developing a better understanding of the complexities, dangers, and possibilities of life in an increasingly interdependent world. Items are listed alphabetically in seven categories: interdependence and international organizations, war and peace, ecology and society, problems in economic development, human rights and social justice, women in world society, and social movements and political change in the United States. Subtopics include militarism, intervention and U.S. foreign policy, the political economy of natural resources, technology and energy use, food and hunger, the multinational corporation, religious freedom, patriarchy, and violence against…

(1971). Notes from the National Committee. Volume 1, Number 3. The newsletter of this national organization presents commentary on the foreign policy relationship between the United States and China and cites relevant current information. In the summer, 1971 issue introductory comments on the Taiwan policy dilemma appear, as well as announcements of study programs, conferences or symposia, and field staff activities. A main section, China in the News, summarizes current news items based largely on New York Times, Washington Post, and Far Eastern Economic Review Sources. Proposals of Senators and private organizations for alternatives and change in United States policy toward China are outlined in the article "China Policy–Which Direction?". Topics covered in the various proposals include United Nations membership, the Taiwan question, as well as travel and trade policies. In addition, specific texts of U.N. Draft Resolutions are given. The newsletter provides an annotated bibliography on China Resources, citing book and magazine… [PDF]

Likhacheva, V. M.; Sokolova, E. S. (1993). The Perestroika Generation: What Is It Like?. Russian Education and Society, v35 n10 p5-23 Oct. Reports on a 1990 study of political and social attitudes of Russian school students, age 10-15. Finds that belief in Communism is declining and that boys are more skeptical about Communism than are girls. Concludes that social issues and moral values were considered very important by a large number of the respondents. (CFR)…

Urquhart, Brian (1994). Keeping the Peace: The Argument for a United Nations Volunteer Military Force. Social Education, v58 n7 p410-11 Nov-Dec. Asserts that the expansion of the United Nations' peacekeeping commitments has strained the organization's ability to intervene in violent local conflicts before they get out of hand. Discusses efforts to create a permanent peacekeeping force early in United Nations history and how such a force might operate. (CFR)…

Dufour, Joanne (1994). Peacekeepers: Accounts from the Front. Social Education, v58 n7 p412-16 Nov-Dec. Presents two interviews with soldiers assigned to United Nations peacekeeping efforts. Outlines nine steps in any UN peacekeeping operation. Includes 13 quotes gathered from soldiers and UN officials involved in peacekeeping in Europe, Africa, and the Middle East. (CFR)…

Iino, Atsushi (1994). Teaching about the United Nations through the Hunger Issue in an English as a Foreign Language Class. Social Education, v58 n7 p438-39 Nov-Dec. Reports on the views of 73 secondary school Japanese students toward the United Nations. Finds that most tend to think of the UN as relevant to conflicts. Describes how the hunger issue was used in an English-as-a-Second-Language class to teach about the United Nations. (CFR)…

Lieber, Carol Miller (1994). Making Choices about Conflict, Security, and Peacemaking Part I: Personal Perspectives. A High School Conflict Resolution Curriculum. Field Test Version. This document presents a variety of materials for classroom use to address the issues of conflict, security, and peacemaking. Designed for high school, the lessons are presented from a personal perspective and intended for several learning environments, including: (1) integration into traditional courses; (2) self-contained one to two week units; (3) interdisciplinary units in the humanities; (4) a year's thematic focus; (5) a learning strategy approach; (6) a skill-centered approach; (7) schoolwide conflict resolution programs; and (8) conferences, schoolwide projects, and special events. The topics featured are: (1) "Introduction"; (2) "Security in Your Life" (8 activities); (3) "Dealing with Differences" (12 activities); (4) "Exploring the Nature of Conflict" (11 activities); (5) "Resolving Interpersonal Conflict" (11 activities); (6) "Dealing with Anger and Violence" (13 activities); (7) "Perspectives on War and…

Stone, Frank Andrews (1984). Teaching Genocide Awareness in Multicultural Education. Ethnic Studies Bulletin Number Six. Rationales, approaches, and constraints on genocide awareness education at all school levels are discussed. It is critical that students, especially U.S. students who live in a culturally pluralistic society, be made aware of how genocide was perpetrated in the past and of the fact that it is still happening today. A basic genocide awareness glossary is provided. Seven approaches to genocide awareness education are discussed: (1) an international law and world order theme; (2) socio-economic inquiries concerning the causes of genocide; (3) historical studies; (4) affective interpretations based on first-hand accounts; (5) human rights activism; (6) recognition of those who refuse to take part in genocide; and (7) the development of theoretical models of genocide prevention. Four constraints on genocide awareness education are examined: it is uncomfortable and unpopular to teach children about death and destruction; it is politically controversial; there is an ambivalence about U.S…. [PDF]

Berman, David M. (1991). Incountry. Social Education, v55 n6 p367-70 Oct. Describes a trip to Vietnam and conversations with Vietnamese educators and veterans. Discusses the Vietnamese view of the war, the United States, and their own country. Urges the restructuring of U.S. social studies to emphasize positive learning about the Vietnamese from their own perspective. (DK)…

Bingham, Jane (1979). The Acceptance of Global Education Scale. The Acceptance of Global Education Scale (AGES) measures the attitudes of secondary social studies teachers toward goal statements for the social studies curriculum that reflect a global perspective. AGES can be used in inservice and preservice teacher training programs to form guidelines for construction of a secondary global education curriculum. The scale incorporates current perceptions of global education into ten goal statements for each of five world order tenets: reduction of violence, economic equality, ecological balance, social justice, and political participation. The scale also contains ten non-global statements taken from traditional objectives for social studies instruction. Respondents are asked to sort all 60 statements into six categories from \most approved\ to\most disapproved.\ An example of a statement reflecting social justice is: \Students should critically examine textbooks, curriculum materials, and periodicals for bias in national and international…

Fogg, Richard W. (1972). Some Effects of Teaching Adolescents Some Creative, Peaceful Conflict Resolution Approaches. The field of conflict resolution in the social studies curricula is considered in this paper. The author presents a repertoire of creative and peaceful conflict resolution approaches in a copyrighted appendix. Techniques are described and contrasts are drawn with current social studies curricula. Some of the effects of teaching part of the repertoire to some high school students is reported. The proposed creative, peaceful approaches to international conflict are organized into six categories based on what dimension of a conflict is mainly involved: the parties involved, the bases of conflict, the location, the timing, the nature of the involvement, and the causes. It is suggested that the value of including conflict resolution in social studies curricula is that creative, peaceful approaches can provide options that can reduce the necessity for a persisting stalemate, can reduce the need for tension to continuously escalate while negotiation continues, and can reduce the likelihood… [PDF]

Henderson, Karla A.; And Others (1986). Camping and the Nuclear Drama. Camping Magazine, v59 n1 p24-27 Sep-Oct. Outlines effects on children of nuclear war threat and suggests that camping experiences can give children reasons to hope for and ways to work toward a peaceful world. Recommends 11 ways for camp staff to involve campers in social changes necessary to address nuclear issues. Includes resources list. (LFL)…

John, Walton C. (1920). Agricultural and Mechanical Colleges Including Statistics for 1917-18. Bulletin, 1920, No. 8. Bureau of Education, Department of the Interior The Report of Agricultural and Mechanical Colleges for 1917-18 exhibits certain deviations from the tendencies shown in previous reports. This is doubtless caused in some measure by the disturbed conditions of the country which have resulted from the war and the subsequent readjustments of peace. The teaching force in the land-grant colleges has increased considerably in number for the year 1917-18, and although many institutions have suffered serious losses from the higher ranks of the teaching personnel, these losses have been overcome in a measure by substitutes. The student enrollment shows a marked decline for the past year; 122,053 white students were enrolled in 1916-17; this number dropped to 114,913 in 1917-18, or a loss of 7,140. The enrollment of colored students was 9,340, or 2,012 less than in 1916-17. The divisions which suffered the most were those of agriculture and mechanic arts. The division of home economics showed a gain, likewise the special and the short… [PDF]

Zola, John (1990). Teaching Activities on Horizontal Nuclear Proliferation. Social Education, v54 n3 p159-62 Mar. Provides learning activities concerning the horizontal proliferation of nuclear weapons. Includes step-by-step directions for four activities: (1) the life cycle of nuclear weapons; (2) nuclear nonproliferation: pros and cons; (3) the nuclear power/nuclear weapons connection; and (4) managing nuclear proliferation. (NL)…

Birnback, Nick; Luck, Edward C. (1994). For the Common Good: The U.S. Role in the United Nations. Social Education, v58 n7 p407-09 Nov-Dec. Maintains that, over the past 50 years, the United States has had an unusually close and tumultuous relationship with the United Nations. Provides an historical review of world events since the beginning of the United Nations and describes the U.S. role in the organization. (CFR)…

Minear, Larry; Weiss, Thomas G. (1995). Humanitarian Politics. Headline Series No. 304. This booklet examines the issue of humanitarian aid in times of crises and how the political and military conditions that generate the need for humanitarian action have changed in the post-cold-war era. There are different faces of civil war, changes in international assistance, and complex emergencies that demand new world responses to help those caught in need. Political realities must be taken into account as the human-needs agenda is addressed. The book has five chapters. Chapter 1, \Humanitarianism and Politics,\ examines prevailing understandings of humanitarianism and politics. Chapter 2, \Humanitarian and Political Actors,\ outlines the major actors in today's crises. Chapter 3, \Getting the Relationship Right,\ provides examples of different ways of responding to these crises. Chapter 4, \Looking to the Future,\ suggests changes in approach in response to crises. Chapter 5, \Implications for U.S. Policy,\ presents challenges to U.S. policy. The book concludes that… [PDF]