Lhowe, Mary, Ed. (1996). Charting Russia's Future in the Post-Soviet Era. 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 consider Russia's future as if they were Russian. Background readings provide information to help students address policy issues and include: (1) "Lessons from Russia's Past"; and (2) "Exploring the New Russia." Once students have discussed background issues they are faced with the policy options: (1) "Strength in Unity"; (2) "Proceed with Caution"; and (3) "Look Outward." The second section asks students to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The core of the section offers three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a clearly defined philosophy about Russia's place in the world and offers broad guidelines on fundamental public policy issues in Russia. The…

(1984). Looking to the Future: Equal Partnership between Women and Men in the 21st Century. Information about the world conferences for and about women held during the United Nations' Decade for Women, 1975-1985, demonstrates that women have been responsible for promoting change on local, national, and international levels. The booklet begins with a chronology of the events leading up to and including the decade and its conferences. Overviews of the two conferences held to date–the Mexico City (Mexico) conference of 1975 and the Copenhagen (Denmark) conference of 1980–are presented. Some documents from each conference are presented in a condensed form. The purpose and functions of the third world conference on women to be held in 1985 in Nairobi, Kenya, are discussed. Organized into non-governmental associations which interact with governments, women have promoted changes aimed at advancing the status of women, contributing to economic development, and promoting peace and international understanding. (RM)…

Farkas, Randi; Lemoine, Julie (1983). Let's Talk about Peace, Let's Talk about Nuclear War. A Peace Curriculum by Teaching in a Nuclear Age. These learning activities will help children in grades 1-8 learn about issues concerning nuclear war and disarmament and help them develop their own framework for decision making in the nuclear age. The introduction discusses curriculum objectives and the procedures for implementing the curriculum. A sample letter to parents and instruments for surveying students' and teachers' thoughts concerning nuclear issues are included. Seven units of study comprise the major portion of the guide. Unit I helps students express their thoughts and feelings concerning nuclear war. The second unit is designed to help children understand how individuals create and see enemies. The third unit helps children deal with feelings of anger, frustration, and fear. Unit IV points out the differences between a reality focused on solving conflict through violence and one made up of negotiating and nonviolent resistance. Unit V contains facts concerning nuclear war. The sixth unit gives examples of how…

Kinghorn, Jon Rye (1979). Implementation Guide: School Improvement through Global Education. To aid high school classroom teachers as they develop and implement programs on global issues, the workbook presents suggestions on program procedures and on tailoring global education programs to meet individual school needs. The workbook begins by exploring global interdependence and stressing that major reasons for offering global education programs include: helping students prepare for life in the 21st century, exposing students to people and things to which they are not accustomed, and helping students recognize the value of different opinions. A major objective is to increase cooperative attitudes in the classroom as well as in relation to world affairs. Another section explains how teachers can review various types of global education programs (for example, those based on places and events, cultures, actors and interactors, and/or issues) to determine which emphases will contribute most to the program for their school. Also discussed are general process objectives which…

Nesbitt, William A.; And Others (1973). Teaching Youth About Conflict and War. Teaching Social Studies in an Age of Crisis. Number 5. This social studies guide for teachers, interdisciplinary in nature, offers an introductory, objective approach toward the study of conflict and war. The basic underlying assumption of the book is that the institution of war represents a problem to be studied and is amenable to human intervention and resolution. Teachers are encouraged to employ inquiry and discussion techniques which force youth to raise and analyze values and issues dealing with conflict. The book is arranged into six chapters. Chapter one, offering a few theories on the sources of attitudes toward war, reviews historical, philosophical, sociological, economic, biological, philosophical, moral, and ethical factors involved in war. Aspects of conflict and its control — particularly the nature of group conflict — are dealt with in chapter two. In chapter three an actual experiment of inter-group conflict which can serve as a model of the dynamics of conflict is described. Chapter four provides suggestions for a… [PDF]

Herman, Lee; Shortell, Joy W. (1996). Learning Peace? Creating a Class on Creating Community. Michigan Journal of Community Service Learning, v3 p128-38 Fall. Describes creation and implementation of a college service-learning course on "Nonviolence, Peace and Community" in response to local social conflict. The facilitators attempted to create the course from the community, using community participation, collaborative self-directed learning, a Socratic approach to group discussion, and an open planning process. Outcomes included increased community-building skills and greater civic responsibility. (Author/MSE)…

Barron, Daniel D. (2003). The Library Media Specialist: Teaching Peace and War. School Library Media Activities Monthly, v19 n10 p47-50 Jun. Discusses results of the National Assessment of Educational Progress (NAEP) in U.S. History and what may have influenced them, including use of computers and use of primary source materials. Includes an annotated bibliography of Web sites regarding the concept of peace as an alternative to perpetuating the historical realities of war. (LRW)…

Davis, James; And Others (1995). The Crisis in Bosnia. Social Education, v59 n1 ps1-4 Jan. Presents historical background material on the ethnic struggles in the former Yugoslavia, particularly Bosnia-Herzegovina. Offers teaching suggestions including a paired writing activity and follow-up discussion questions. Includes a chronological table of events from the 6th century A.D. to 1994. (CFR)…

Crum, Martha J., Ed. (1981). The Global Yellow Pages: A Resource Directory. Revised Edition. Designed to assist elementary and secondary educators in improving international and global education, this catalog cites 182 organizations and agencies providing international education curriculum materials, teacher training, and consultation. Arranged alphabetically, each entry includes the organization's address, phone, contact person, focus, services, area served, and publications. All entries are cross-indexed by geographic location, subject area, college affiliation, and receipt of 1980-81 NDEA title VI funds. (LP)… [PDF]

Sloan, Stanley R. (1988). Conventional Arms Control and Europe's Future. Headline Series No. 287. This brief issues booklet provides basic information about the arms control issue in Europe, as of 1988. The table of contents includes the following: (1) "Trying Again"; (2) "Prelude to Arms Control"; (3) "The First Attempts: MBFR (Mutual and Balanced Force Reductions) and CSCE (Conference on Security and Cooperation in Europe); (4) "CAFE (Conventional Armed Forces in Europe): The Political and Military Environment"; (5) "The Future of Conventional Arms Control"; and (6) "Western Concerns and Options." A list of discussion questions, an annotated reading list, and a key to abbreviations also are included. A map of the region and several tables highlight the booklet. (EH)… [PDF]

Karnow, Stanley (1989). In Our Image: America's Empire in the Philippines. Headlines Series 288. This brief issues booklet provides basic information about the emerging democracy in the Philippines, as of 1989. The topics covered include the following: (1) "All in the Family"; (2) "The American Legacy"; (3) "An Enduring Presence"; (4) "Revolution: The Overthrow of President Marcos"; and (5) "Democracy Restored: Cory Aquino Victorious." A list of discussion questions and a 15-item annotated reading list conclude the booklet. (EH)… [PDF]

(1971). Selected War/Peace Curriculum Units Available for High School Level Teaching. Developmental Draft. Eighteen war/peace curriculum units were selected for secondary students for this resource collection of course descriptions. The objective of the guide is to suggest courses dealing with the overall war/peace issues ranging in scope from the ethnics of war to world peace and from national to international conflicts. Considerable emphasis is placed upon international organizations and law and their ability to maintain world order. Teaching techniques mentioned for the various units include role playing, discussion techniques, case studies and readings. The works, listed by title of unit, contain information on title, publisher, and cost of units along with a course description abstract providing information on major topic emphasis, difficulty of material, objective of the unit, and teaching technique. (SJM)… [PDF]

Leventhal, Paul (1990). The Nuclear Power and Nuclear Weapons Connection. Social Education, v54 n3 p146-50 Mar. Explains problems enforcing the Nuclear Non-Proliferation Treaty (NPT) of 1968. Provides factual charts and details concerning the production of nuclear energy and arms, the processing and disposal of waste products, and outlines the nuclear fuel cycle. Discusses safeguards, the risk of nuclear terrorism, and ways to deal with these problems. (NL)…

Chetkow-Yanoov, Benyamin (1996). Conflict-Resolution Skills Can be Taught. Peabody Journal of Education, v71 n3 p12-28. Discusses the development of three different curricula for teaching conflict resolution to students in the Israeli public schools. Explains curriculum goals, presents eight examples of available teaching technologies appropriate for students in different age groups (e.g., peer mediation and second-language learning), and discusses creative communication in the midst of conflict. (SM)…

Hahn, Carole L. (1984). Teaching Controversial Issues: The Case of Peace and Security. Issues concerning world peace and security, as well as other controversial issues, should receive more attention in the school curriculum. An increasing number of studies on student perceptions of war and peace consistently suggest that students are acutely aware of the nuclear threat. Moreover, student knowledge about war-related issues increases with age, television viewing, newspaper reading, and parental expression about the issues. American schools today avoid controversial issues in general and the nuclear issue in particular due to the growing self-censorship on the part of teachers, administrators, and publishers who fear public criticism. The research, however, suggests that if educators want students to develop attitudes that are supportive of democracy, then they must be given practice in examining controversial issues. Teachers need moral support, advice on handling controversial issues, well-balanced information and materials on nuclear arms control, and reassurance of…

Du Tilly, Geraldina Margain de H. (1979). International School to School Experience–I.S.S.E. The paper describes an international student exchange program for 11-year-old children, and discusses the operation and goals of the program in Mexico. The main objective of the program is to create a base for world friendship and global understanding during the pre-adolescent years, which are believed to be formative for acquiring basic social relation skills. Participating countries include the United States, Mexico, India, Canada, Liberia, Guatemala, Iran, Japan, England, and France. Four students and an accompanying adult visit a host school for a three to four week period where they teach native songs and dances, arts and crafts, games, and sports. In return the host school shares its culture. Every year a host school receives children from a country which has not previously visited them. Criteria for selection require that the child be 11 years old at the time of departure, sufficiently independent, emotionally stable, advanced in studies, interested, adaptable, and able to…

(1975). Teaching About Interdependence in a Peaceful World. No. 5418. Designed for elementary-grade students, these resource materials provide activities which relate the global concepts of peace and interdependence to the direct experience of the child. Subunits on world food supply, world health, and the world mail system use simulation and role-playing activities to help learners see how the things that they consume, their daily health, and the delivery of mail to and from their communities are all interdependent. Also included in the materials are a teacher's guide to strategies of teaching interdependence, a descriptive essay on children and war, and an annotated listing of related materials. Hard copy, available through UNICEF, contains additional materials which can be used in the classroom activities. They are United Nations envelopes, Global Independence Stamps sheet, UNICEF stamp order form, Universal Children's Day Stamps sheet and guide, World Health Organization brochure, "UNICEF's World 'Health Issue'" newsletter, International… [PDF]

Hawke, Sharryl (1975). Man Between War and Peace: An Interdisciplinary International Studies Course. Profiles of Promise 44. Teachers of North Miami Beach High School, Florida, have developed an innovative interdisciplinary approach to war/peace studies. The major objectives of this English/history oriented course are (1) to examine and evaluate traditional and personal values and beliefs concerning war and peace; (2) analyze and react to war literature and to discuss the role of literature in meliorating human problems; (3) investigate various approaches to human aggression and peaceful alternatives to aggression; (4) analyze the effectiveness of peacekeeping models; (5) develop tools for analyzing conflict on a personal, national, and international level; (6) examine the relationship between individual and the state; and (7) differentiate between constructive and destructive roles in group interaction. With these objectives, six major subject areas are developed including such topics as history and causes of war, literature of war, causes for aggression and conflict, nationalism, peacekeeping… [PDF]

Carruthers, William L.; And Others (1996). Conflict Resolution as Curriculum: A Definition, Description, and Process for Integration in Core Curricula. School Counselor, v43 n5 p345-73 May. Discusses the integration of conflict resolution principles into school curricula. Defines conflict resolution as a curriculum and reports on the content and nature of conflict resolution curricula. Reviews practices for implementing and delivering a conflict resolution curriculum. Discusses the importance of imparting an understanding of the theory and practice of conflict resolution to educators. (KW)…

Schilling, Dianne (1993). Getting Along: Activities for Teaching Cooperation–Responsibility–Respect. This book provides activities to introduce or reintroduce students to conflict resolution skills in a deliberate, enjoyable fashion and to elevate their awareness of each person's responsibility to create a cooperative environment wherever they may be. Interdependence is a central theme as is the awareness that dissent and conflict are natural and productive elements in society. Activities are grouped into seven topic areas with accompanying handouts. The topic areas include: (1) \Appreciating Differences\; (2) \Communicating Effectively\; (3) \Developing Friendship Skills\; (4) \Helping and Being Helped\; (5) \Including Others\; (6) \Resolving Conflict\; and (7) \Working Together.\ (EH)…

(1978). Christian Voices on World Order. The Whole Earth Papers, Vol. 1, No. 10. This special issue of the Whole Earth Papers examines Christian perspectives on world order. The document is the first in a series to promote understanding of the ways in which religious and humanist traditions can help develop a more humane world order. Sixteen articles comprise the document. World order issues are explored from various theological dimensions including historical, creational and eschatological, evangelical, ethical and moral, contemplative, and spiritual. Topics discussed include Christ and world order, crises of growth, political power struggles, resource depletion, spiritual insight versus scientific inquiry, justice, political implications of Jesus' teachings, pacifism, human rights, disarmament, and the mission toward unity. The concluding section suggests that the Whole Earth Papers be used for personal growth and study, group discussion, background for lobbying efforts, college, high school, and adult education courses, and resource libraries. (DB)…

(1972). Target: Development Action. This handbook, suggestive rather than prescriptive, is written for Young World Development and/or similar groups committed to active involvement in community, national, and world improvement. Emphasis is upon organizing high school, college, and adult courses and action programs in the community which will help sensitize participants and make them aware of the need for action toward building a just and equitable society where none go hungry. The guide which includes resources of readings, films, and other activities, is divided into four sections. 1) "Education Action" describes three courses in development: a high school prepared curriculum, a teach-in, and a community course. Other activities are also suggested for bringing people together. 2) "Community Action" offers ways in which groups can experience conditions of poverty and racism within their own community. Ideas such as establishing a New World Resource Center, hunger banquets and a weekend of… [PDF]

Hanna, Jack C.; Maddalena, Gracemarie. (1994). Respect, Reflect, Resolve. Ten Anti-Violence Lessons for Use in Middle and High School. First Edition. This teacher's guide provides 10 interactive lesson plans to educate youth about the consequences of violence. The lessons explore the different kinds of violence in society, conflict resolution through mediation, the behaviors that constitute sexual harassment, statistics on violence, ways to avoid domestic violence and the use of deadly force, the impact of television violence, sentencing enhancement statutes for gang activity, non-violent theories of social change, the problems facing minorities in Germany, and foreign policy alternatives to ethnic violence, civil wars, and genocide. The teaching strategies challenge students to solve problems peaceably through mediation and creative thinking. Beginning with the premises that respect is an unalienable right and that disrespect has no place in a democracy, the first priority of this curriculum is to foster respect for the inherent worth of all human beings. Once respect is established, the second step to avoiding violence is to…

Woito, Robert, Ed. (1977). World Disarmament Kit. This kit presents a comprehensive introduction for students to arms control and disarmament issues. Included are copies of published and unpublished articles for each topic. Section I provides a self-survey to enable students to assess their own attitudes, values, and knowledge. The survey poses questions for which students select one of several given answers. Section II offers facts on current bilateral and multilateral arms control agreements, plus a table indicating which nation-states have ratified them. Section III presents contending perspectives on the arms race from Henry Kissinger, Earl Ravenal, Homer Jack, and Bill Rose. Section IV discusses proposals concerning arms control and disarmament issues, from nuclear proliferation to conventional armaments. Sections V and VI present arms control and disarmament issues, respectively, at the United Nations and focus on how that institution's performance can be improved. Section VII suggests a peace initiatives approach that… [PDF]

Marvin, David (1969). World Law. This consultant paper is intended to provide information useful to a goal of this curriculum development project in the war/peace field, that is to encourage students to search intelligently for alternatives to war. The most fundamental assumptions used in thinking about international law are described, including some assumptions about systemic relationships. Several conceptual models of arrangements for management, settlement, or the outright prevention of conflict are presented to define features of three systems of international law: 1) Law of Reciprocity, 2) Law of Cooperation, and 3) Law of Subordination. Included in this analysis is background discussion of the international political system and the balance of powers. In addition, problems raised by the assumptions incorporated in each of the three models are indicated. An annotated bibliography of 23 entries is provided. Other consultant papers from this inservice session are SO 001 262 through SO 001 265; related documents… [PDF]

Harris, Ian; And Others (1996). Assessing the Effectiveness of the UWM Summer Institute on Nonviolence. During the summer of 1995 a group of educators in Milwaukee (Wisconsin) created an innovative program, the University of Wisconsin-Milwaukee (UWM) Summer Institute on Nonviolence, to help young people learn alternatives to violent behavior. The program was designed to train peer leaders in nonviolence so they could return to their schools and communities to promote peace and nonviolence. The program's curriculum and pedagogical techniques were based on current research about the best ways to deal with youth violence. Of the 16 student participants, 11 were female and 5 were male. Nine were African American, one was Asian American, one was Hispanic American, and four were Caucasian. A variety of quantitative and qualitative research techniques, including feedback from the participants and their parents, were used to evaluate the effectiveness of the summer program. Student and parent responses indicated that the participants were interested in the program's ideas and learned about… [PDF]

Campbell, Sheralyn; Castelino, Tracy; Coady, Margaret; Lawrence, Heather; MacNaughton, Glenda; Rolfe, Sharne; Smith, Kylie; Totta, Jeni (2002). Our Part in Peace. AECA Research in Practice Series, v9 n1. Noting that peace concerns justice and respect for everyone's basic rights, this booklet examines how children, teachers, and parents understand peace, and how they can learn together to respect each other and create peaceful environments for young children. Following introductory remarks, it describes the visions of children, parents, and teachers from the Swanston Street Children's Center in Australia for a peaceful and respectful community and presents the program philosophy. The booklet then lists steps taken at the Center whenever an issue or question about peace and respect is considered. The use of gallery displays to share concerns and differences is also discussed. Next, suggestions are provided for practitioners to build a peaceful and respectful community via dialogue through the arts or to create peaceful places for young children. The booklet then discusses children's right to a safe and secure childhood and the tradition of concern with peace and children's rights…

Nwagboso, Emmanuel (1998). CLEP [Culture, Leadership, Empathy, and Power]: Hierarchy of Choice and Significance in Global Peace and Security. Culture, Leadership, Empathy, and Power (CLEP) are important phenomena or variables in the global political system. The significance of these variables cannot be understated or underestimated because nation-states vis-a-vis the developed countries need to understand fully cultures and the roles they play in global politics; the developing countries need to learn to value leadership and the role it plays in their lives and in the global system. Actors in global politics have played the \power game\ and have continued to play this game for a long period. The World Wars and the consequent period of the Cold War made it necessary for mankind to address the issue of power and the capabilities of power in helping to achieve global peace and security, especially in the new millennium. Data on hierarchy of choice and significance were collected from 77 students in two different classes who chose and ranked the CLEP variables according to their significance or importance in achieving global… [PDF]

Branagan, Martin (2005). Environmental Education, Activism and the Arts. Convergence, v38 n4 p33-50. The global military-industrial complex is the world's worst polluter, so non-violence is a vital part of a sustainable world. Non-violent activism and education often occur simultaneously, with direct action frequently a dramatic attempt to educate audiences. Therefore, this paper discusses how the arts benefit both educative and non-violent activist processes. In this paper, the arts refer to the whole gamut of artistic activity, from street-theatre to film-making, and combinations thereof. The paper begins by briefly defining environmental education and the "consent" theory of power. It then uses Australian case studies to explore attributes of the arts, which assist environmental education and activism. The case studies show that the arts have many qualities that enhance information transfer and instrumental learning, and expose the covert processes of governments and corporations. The arts can educate holistically and create a liminal atmosphere conducive to… [Direct]

Arnow, Jan (1995). Teaching Peace: How To Raise Children To Live in Harmony–Without Fear, Without Prejudice, Without Violence. This guide presents a hands-on approach to teaching children the values that will help them live in today's changing world. Parents and teachers are given practical ways to combat prejudice and discourage hatred and violence. Part 1 discusses the roles of the home and family, focusing on conditioning for hatred and violence as it occurs through war toys, video games, and the mass media. A second chapter contains suggestions for evaluating the literature a child reads. Part 2 focuses on the school, with the section's first chapter devoted to the school climate and the need for a supportive setting. Growing up equal is the focus of the section's second chapter, with emphasis on gender fairness and equality. The third chapter of part 2 describes parent participation with teachers. Part 3 moves to encompass home, school, and the community, beginning with a discussion of multiculturalism in the community and the school, and an exploration of communicating across cultures. Many of the…