(1993). The Arab-Israeli Conflict: Looking for a Lasting Peace. Alternatives for Public Debate and Policy Development. Choices for the 21st Centruy. Revised. This document is part of a series that seeks to help people think constructively about foreign policy issues, to improve citizen involvement, and to encourage debate on public issues. "The Arab-Israeli Conflict from 1920 to 1985"; "A Crossroads in the Middle East"; and "U.S. Thinking and the Politics of Peace" are the issues for discussion. Options that the document suggests for debate appear under the headings "Back Israeli Claims"; "Support a Palestinian State"; "Encourage Compromise"; "Withdraw from the Region"; and "Pass the Baton to the UN." The document includes a note to teachers, a lesson plan and student activities, and abridged background readings. (SG)…

(1978). Indian Voices on World Order. The Whole Earth Papers, Vol. 1, No. 5, Winter, 1978. This special issue of the Whole Earth Papers contains a series of articles expressing views about world order from the perspective of India. The first three articles discuss a world view of non-duality stressing the unity of the universe; the need to establish universal social justice in a world whose limited resources are unjustly divided; and the possibility of considering alternative world models based on minimization of collective violence and maximization of social and economic well-being. Another article suggests a recreation of modern culture by incorporating aspects of eastern cultures into the predominant western culture which permeates the world. Technology and economic priorities should be tempered by recognition of the worth of the individual. Another article discusses the world's developing consciousness about the roles of technology, power, and knowledge in influencing the future. Also included are excerpts from the writings of Indian philosophers and politicians such…

Busselle, Tish (1971). Conflict Resolution Unit. This 7-day unit, intended for use with secondary students, contains a statement of rationale and objectives, lesson plans, class assignments, teacher and student bibliographies, and suggestions for instructional materials on conflict resolution between individuals, groups, and nations. Among the six objectives listed for the unit are: 1) explain why the actions of both individuals and nations differ due to differences in their cultural experiences, values, perceptions, goals, and expectations; 2) identify the reasons that conflicts occur in the present international system; and, 3) list and compare the kinds of alternative techniques available in the present international system to deal with conflict. A variety of classroom experiences are utilized to help the students achieve these objectives, including presentation and discussion of the film, Little Island; use of the Cuban Missile Crisis as a case study; role playing; and classroom games to illustrate bargaining techniques. A… [PDF]

Thakur, Yoko H. (1995). History Textbook Reform in Allied Occupation Japan, 1945-52. History of Education Quarterly, v35 n3 p261-78 Fall. Observes that, although textbook reform in occupied Japan originally supported democratic principles of openness and competition, it later became a mechanism for anticommunist censorship. Maintains that interpretations of Japan's military conduct remain highly politicized and controversial. (MJP)…

London, Katherine (1988). Global Peace Begins in Our Classrooms. Louisiana Social Studies Journal, v15 n1 p22-25 Fall. Recommends incorporating the study of peace into the established curriculum in language, literature, and social studies. Suggests teaching concepts of peace and conflict resolution by relating such concepts to students' own lives and expanding these concepts. Includes class activities such as brainstorming, experiencing conflict resolution, and creating drawings from unrelated composite parts. (NL)…

Zane, John; Zane, Polly (1976). The Native Americans: Teacher's Guide [And 12 Student Booklets]. In this unit, students from grades 4 through 12 study the cultural areas, traits, and life-styles of the North American Indians before settlement by the white man. Students examine the cultural traits of the Indians who live in 12 cultural areas to note the cause-and-effect relationship of traits to the environment and to make comparisons between cultural areas. The materials consist of 12 student booklets and a teacher's guide which contains learning activities, library research topics, discussion questions for each cultural area, and a six-page selected bibliography of student and teacher books. There is a student booklet on each of the following 12 areas: arctic, subarctic, northwest coast, california, plateau, great basin, southwest, plains, prairie, northeast, southeast, and meso-American. Short readings provide students with background information on the area's geography and climate and on the area's Indian society, including a description of its food, clothing, shelter, arts… [PDF]

Lieber, Carol Miller; Mertz, Gayle (2001). Conflict in Context: Understanding Local to Global Security. This multidisciplinary guide provides middle and high school teachers and students with inquiry-based tools to support their exploration of emerging local, national, international, and transboundary security issues. Students are introduced to critical thinking, problem solving, and peacemaking strategies that will help them better understand current and historical events and the connections between the two vantage points. The guide helps them learn to critically analyze the data and perspectives presented to them and draw their own conclusions. It aids them in developing a range of skills, including research, mapping, dialogue, debate, role playing, creative writing, and informed analysis. The guide follows a traditional social studies format in which students are encouraged to work independently and collaboratively to explore the complexities of security. Numerous case studies, based on actual international issues, are provided. There are more than 40 lessons presented in five…

Hudson, Diana L. (1994). Playing School after School. Kamehameha Journal of Education, v5 p115-25 Fall. Hawaiian fifth graders learned to teach reading and peacemaking to kindergartners. After receiving instruction on peacemaking, leadership, and storytelling, the students taught the kindergartners about peace, chose books to read to them, practiced reading aloud, then read to their selected partners, using the strategies they had learned in class. (SM)…

(1994). National History Day 1995 Supplement: Conflict and Compromise in History. OAH Magazine of History, v8 n3 p33-39 Spr. Discusses the National History Day program and describes the selection of the 1995 theme, "Conflict and Compromise in History." Presents a series of potential project topics divided into 10 categories. Includes an extensive bibliography designed for student research. (CFR)…

Jenkins, Bonnie (1997). Combating the Proliferation of Weapons of Mass Destruction. Update on Law-Related Education, v21 n1 p26-28 Win. Reveals the growing threat posed to all countries by the proliferation of weapons of mass destruction. Discusses the international effort combating this proliferation including the Nuclear Non-Proliferation Treaty, Strategic Arms Reduction Treaties, Biological Weapons Convention, and Chemical Weapons Convention. Also considers regional arms control efforts. (MJP)…

Mayers, Teena Karsa; Zahka, William J. (1985). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. Instructor's Manual. Intended for teachers of secondary and college level students, this instructor's guide presents an overview of materials covered in the student text, followed by four categories of examination questions and teaching aids. The guide reflects the format of the student text and is divided into four sections. A brief description is provided of each section of the student text: Section I gives the reader factual background on the beginning of the atomic age during the Truman years through the Reagan administration; section II defines the various types of nuclear weapons; section III discusses the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns; and section IV describes the effects of nuclear war and civil defense. For each section this guide presents four categories of examination questions: essay questions, true or false statements, multiple choice questions, and completion and fill-in questions….

Mayers, Teena (1983). Understanding Nuclear Weapons and Arms Control: A Guide to the Issues. New Edition. Intended for secondary and college level students and teachers, this guide discusses the nuclear arms control issue. There are four sections. Section I discusses U.S. nuclear strategy from 1945 to the present, strategic nuclear weapons competition between the United States and the Union of Soviet Socialist Republics (U.S.S.R.), U.S. administrations and U.S.S.R. counterparts, and international concerns. Section II examines characteristics of nuclear weaponry, the MX missile, defense systems, and the source of authorization for the release of U.S. nuclear weapons. Section III focuses on the negotiating process, SALT talks, verification, existing treaties and agreements, ongoing arms control negotiations, and violation concerns. Topics discussed in the concluding section, section IV, include the effects of nuclear war and civil defense. Arms control terms are defined, and acronyms used in nuclear weapons issues are listed. An index is provided. (RM)…

Baines, James; And Others The Peace Paradigm [And] Housing and World Order [And] Hunger and World Order [And] Hunger and World Order: Shaping a Moral Vision. The Whole Earth Papers, Vol. 1, No. 1-4, Fall, 1977. This document is comprised of four papers which explore issues related to world order. The volume is intended to increase understanding of the linkages between local and global issues, and to examine them as interrelated issues in an interdependent world. The first paper, \The Peace Paradigm,\ explores recent changes in social and political attitudes from a power orientation, characterized by independence and domination, to a peace orientation, characterized by interdependence. The second paper, \Housing and World Order,\ explains how the present high cost of housing in the United States is related to inflation and increased defense spending. In order to change the trend in housing costs, changes in national security needs must be made on a global scale. The third paper, \Hunger and World Order,\ relates how countries give top priority to mobilization for national security at the expense of feeding their undernourished populations. Monies and resources are spent on maintaining a…

Stone, Jack R. (1971). Social Studies: International Trouble Spots. This elective course of study for grades seven through nine is part of a total effort to revise curriculum to fit the quinmester administrative organization of schools. The intent is to equip students to meaningfully analyze current events. Emphasis is placed on understanding the complex underlying political, economic, racial, and religious causes for conflict and alternatives for resolving conflicts. The guide is divided into four sections: 1) a broad framework of goals; 2) international course content outline; 3) lists of objectives and learning activities picturing the concept and behavioral objectives for a set of learning activities that incorporates case studies of current world trouble areas such as Southeast Asia, the Middle East, South Africa, Divided Germany, India and Latin America; and, 4) recommended textual and alternate materials, including supplementary suggested teacher resources. Related documents are SO 002 709 through SO 002 718. (Author/SJM)… [PDF]

Dufour, Joanne; Sears, John F. (1994). Introduction: Dream of a World United. Social Education, v58 n7 p401 Nov-Dec. Introduces a special theme issue on the 50th anniversary of the founding of the United Nations. Asserts that the anniversary comes at a time when increasing demands are being made upon the UN to play a leading role in world affairs. Calls for teachers to incorporate the United Nations into courses throughout the curriculum. (CFR)…

Yandell, Wilson (1969). Teaching About Conflict as it Relates to War. This consultant paper for a war/peace curriculum development project is concerned with the challenge of preparing members of our society for a more rational approach to problems of inter-nation conflict. The nature of conflict and conflict solution in relation to the experience of learning are emphasized. Topics discussed include: 1) effect of physical environment upon evolution of man; 2) aggression, and human behavior; 3) psychological processes and values; and, 4) war as a social institution. The characteristics of human reaction to this fear are explored, such as dehumanization, alienation, and social involvement. Also discussed are: 1) unconscious defense mechanisms; 2) intra- and inter-group conflict; 3) socio-economic and political forces; 4) ethnocentrism; and, 5) communication problems. Guidelines suggest teaching these concepts: 1) idea of a world in which conflict, but not inevitably war, will continue to exist; 2) alternatives to violence are available as outcomes of… [PDF]

Oliveira, Louise A.; Robinson, Natalie (1995). Fateful Decisions 1945-1972: The United States' Vietnam Policies in Five Presidential Administrations. A Curriculum Guide. This curriculum unit for the study of Vietnam policy has the following goals: (1) student awareness and examination of alternatives to war; (2) student understanding of the process and elements involved in governmental decision making, including that of public opinion; (3) student understanding of their responsibilities and rights as citizens in a democracy; and (4) student responsibility for conducting the activities incorporated into the unit. The organization focus for each unit is a significant decision relating to involvement in Vietnam in each of the five presidential administrations from 1945-1972. The five decisions for analysis include the following: (1) France is permitted to reclaim its colonial empire in Indochina; (2) support of Ngo Dinh Diem in his rejection of national elections as provided in 1954 Geneva Accords; (3) the United States trains and sends military advisors to Vietnam; (4) introduction of combat troops into Vietnam and "Americanization" of the… [PDF]

Sommers, Meredith; And Others (1993). Rigoberta Menchu: The Prize that Broke the Silence. An Activity-based Packet on the Relationship between Guatemala and the United States. This educational packet is produced as a tribute to Guatemalan activist and Nobel Peace prize winner, Rigoberta Menchu, and in honor of the Year of Indigenous People, 1993, as declared by the United Nations. The core of the packet is a simulation exercise based on an indigenous family in a Guatemalan village on the day the Peace prize was announced. The impact of the award is explored in the context of village life. The packet is organized around the themes of family, relationship on a global scale, and responsible leadership. The life of Rigoberta Menchu shows how events in her life led to her development as a leader. Background information is provided on Guatemala, and discussion questions and projects are provided to examine issues common to Guatemala and the United States, such as food supply, environmental pollution and human rights. Other sources of information include 6 videos and 8 references. (SLD)… [PDF]

Allain, Mathe, Comp.; Brasseaux, Carl A., Comp. (1981). A Franco-American Overview. Volume 6. Louisiana. Intended to help readers develop an appreciation of the contributions of Franco-Americans to the cultural heritage of the United States, this book, the sixth of six volumes, presents 26 chapters representing many perspectives–from the historical to the sociological–illustrating the thinking and feelings of those in the forefront of Franco-American studies. This volume focuses on Franco-Americans in Louisiana. The following readings are presented: "From Subjects to Citizens" (George W. Cable); "Ball Room Brawls" (William C. C. Claiborne); "Peace and Harmony?" (William C. C. Claiborne); "New Orleans in 1838" (Harriet Martineau); "French Immigration and the Battle of New Orleans" (George W. Cable); "Political Reinforcements of Ethnic Dominance in Louisiana, 1812-1845" (Joseph C. Tregle, Jr.); "The Rural French: Acadians, Creole, and Blacks" (W. H. Sparks); "Who are the Creoles?" (George W. Cable);… [PDF]

(1973). Teaching Materials on the UN: An Annotated Bibliography for Elementary and Secondary Schools. This annotated bibliography is the result of an effort to facilitate and stimulate teaching about the United Nations by bringing together, from a wide variety of sources, materials recommended for school use by educational authorities. Special emphasis is placed on new development in teaching about international understanding and extracurricular opportunities for student involvement. The bibliography is divided into the following categories: (1) curriculum aids for teachers including approaches and methods, curriculum units and promising practices, audiovisual material, and sources of information; (2) student participation both within the classroom and beyond, including summer opportunities; (3) background materials about the UN in general and about many of its special agencies; and (4) books for student reading. Most entries date from the late 1960's and early 1970's. Each item listed is available through the UN agencies, publishers, and organizations listed at the end of the… [PDF]

Huntley, James Robert, Ed. (1971). Teaching About Collective Security and Conflict. Presentations from an International Seminar for Teachers organized at Rungstedgaard in October 1971 are included in this report. The study conference presented seven approaches to the teaching of world affairs: (1) the nation-state which is still dominant on the world scene; (2) the strategy and power-politics relationship between states; (3) the systems theory, in which an integrated complex of interdependent parts–such as the world transportation network–is studied as an interacting whole; (4) peace research and conflict resolution–the causes of war, the conditions of peace, and the changing of attitudes; (5) the role of technology; (6) the concept of collective security–something more than a classical alliance, yet less than a global supranational government; and (7) the relationship between values and foreign policy. Summary discussions following each presentation include the diverse opinions of the Rungstedgaard group as to the proper approach for teaching about conflict… [PDF]

Paine, Whiton S.; And Others (1974). An Evaluation of Undergraduate, Problem-Oriented Interdisciplinary Courses in International Studies. Final Report. A program developed by the Center for International Studies (CIS) at Cornell, focusing on world-based, political problems was evaluated for the ongoing improvement of the program. Of particular interest was whether the program was meeting its characterized goals of interdisciplinary content, problem orientation, and team teaching at the introductory level for undergraduates. The "Context-Input-Process-Product" evaluation model chosen to assess the program relied on data collected from student questionnaires and ratings, course and program documents, grading data, interviews with faculty, and observations of course activities. The results of the evaluation presented descriptively, begin with a history of CIS and the development of the program. A description of the character of the courses, then, indicates a change in the focus of the program as it progressed. The six courses are now more aptly characterized as being specialized, advanced, international studies courses…. [PDF]

Truty, Daniela (2002). The Ambushed Spirit: Perspective, Violence and Downsizing. A study explored downsizing from the perspective of the person separated from the job and its connection to violence and peace studies. Literature on downsizing, violence, peace studies, and organizational studies was reviewed. Participants were 28 white-collar employees, including the researcher, separated from the same organization. Data were derived from a demographic profile form, individual interviews, journaling and field notes, electronic communication among the colleagues in transition and the researcher. Findings indicated people experienced downsizing differently based on individual perspective and context; language used to describe gradations of violence can be positioned along a continuum between violence and peace, disorder and order, social injustice and social justice, barbarity and civility, according to the way in which the downsizing was perceived; experiences of downsizing described a gap between potential and actual realization of one or more basic human needs;… [PDF]

Convis, Sheila C.; Holl, Jack M. (1991). Teaching Nuclear History. History Teacher, v24 n2 p175-90 Feb. Presents results of a survey of the teaching about nuclear history at U.S. colleges and universities. Reports the existence of a well-established and extensive literature, a focus on nuclear weapons or warfare, and a concentration on nuclear citizenship, therapy, or eschatology for courses outside of history departments. Discusses individual courses and departmental approaches. (DK)…

Hoyle, John R.; McMurrin, Lee R. (1982). Preparing Leaders to Anticipate and Manage the Future: Part II: Critical Challenges for Leaders Who Anticipate and Manage the Future. Six major areas considered most likely to present stern challenges to educational leaders in the final years of the 20th century are: (1) changing demographics, (2) economics, (3) technology, (4) occupational and vocational education, (5) human rights, and (6) family structure. Relying on major reports, current periodicals, and personal experiences, the authors of this monograph identify key information about the six areas and stress the extent to which each area is and will be a challenge to educational leaders. The challenges are first described from a general perspective in each of the six areas and then linked to the urban school district of Milwaukee (Wisconsin). (MLF)… [PDF]

Fishlow, Albert; Lowenthal, Abraham F. (1979). Latin America's Emergence: Toward a U.S. Response. Headline Series 243. In order to provide a basis for improving United States policies toward Latin America in the 1980s, the document examines past U.S. policy and relations, evaluates recent U.S. approaches, and offers a reassessment of current U.S. interests in Latin America. The book is divided into five chapters. Chapter I discusses social, economic, and political change in Latin America from the 1950s through the 1970s. Topics include the 1961 Alliance for Progress, the prosperity and integration of Latin America into the world economy, the trend away from democratic institutions, and the rejection of U.S. dominance. Chapter II compares the traditional view of U.S.-Latin America relations in terms of cultivating security and private economic interests with a new concept of U.S. interests. Problems of massive immigration, advanced nuclear research in Latin American countries, growing economic interdependence, and authoritarian regimes are noted. Chapter III examines the policies of Presidents…

Rebel, Karlheinz (1976). Social Studies: A Multi-media Study Project in the Educational Section of West Germany's South-west Broadcasting Company. German Studies Notes. This study of multimedia political education in West Germany deals specifically with a South-West German Broadcasting Company's educational television project in the social studies. The dual purpose of the study was to assess the rationale behind the TV series and to present an overview of the structure and function of units which have been presented since the program's inception in 1968. As a background, the author describes the didactic structure of the project, the teacher's and student's manuals, the personal teaching medium, the developmental planning of the project, the characteristic features of the social studies project in general, and the specific objectives of the political education unit. The author identifies three conceptual categories which were of major concern to the curriculum developers: first, existential concepts; second, political dialectic concepts; and third, value concepts. The 25 units produced in 1974-75 are divided into categories of roles and group… [PDF]

Hill, Robert J. (2004). AIDS, Empire and the US Politics of Giving. Convergence, v37 n4 p59-73. This essay explores the intersection of US Empire on HIV/AIDS policies and the politics of "gifting." It does so from an analysis of several key US initiatives: the Project for a New American Century, the US National Security Strategy, and the President's Emergency Plan for AIDS Relief. History provides numerous examples where US international aid places expectations on the recipient with enormous consequences accrued to the giver–the contemporary time is no exception. Gifting, an especially powerful tool of US hegemony, is a means of social control, reflects power relations, and socialises the receiver by transmitting a set of expectations and values which bolster US ideology. US foreign policies, including those related to HIV/AIDS and HIV/AIDS education, are directly influenced by these three initiatives which are woven together to construct a new "American internationalism." (Contains 2 notes.)… [Direct]

Meyer, Howard N. (1994). A Global Look at Law and Order: The "World Court" at the UN's Fiftieth. Social Education, v58 n7 p417-19 Nov-Dec. Maintains that, although the United Nations and its New York headquarters is well-known, the location and activities of the World Court in the Hague, Netherlands, are seldom mentioned in the news. Discusses the origins, structure, and composition of the International Court of Justice, better known as the World Court. (CFR)…

Peterson, Deena, Ed. (1975). A Practical Guide to the Women's Movement. An essay, a directory, a reading list, and consciousness-raising guidelines are intended to provide a vehicle for personal change and resources for organizational development. The guide begins with an essay on the women's movement today. A directory, which comprises the first major section of the guide, describes organizations which provide resources or services to women on a national level. General organizations and groups that deal with over 30 different women's issues, such as abortion, childcare, religion, rape, the media, and sports, are listed. The annotated reading list, which comprises the second major section of the guide, cites books and journal articles on a variety of topics. The categories of the directory and the reading list coincide as nearly as possible to facilitate research. The guide concludes with consciousness-raising guidelines for black women and for young women. An index is provided. (RM)…