Williams, Mary Louise (1997). Human Rights–The Answer to Peace? Teaching Strategy. Update on Law-Related Education, v21 n1 p9-11 Win. Presents a lesson plan teaching students to analyze and evaluate the effectiveness and importance of human rights to world peace. Instructional handouts form the basis for student discussion on the history, need, and future of human rights. Debriefing serves as a check to determine whether students understand the material. (MJP)…

Mertz, Gayle (1997). Land Mines–after the War! Teaching Strategy. Update on Law-Related Education, v21 n1 p32-35 Win. Presents a lesson plan requiring students to investigate problems related to the use of land mines and their impact on civilian populations. Activities include student pairs navigating a simulated mine field on graph paper and mock delegates creating proposals on this issue. Student handouts contain background information. (MJP)…

Berger, Karl; And Others (1989). America, the Soviets and Nuclear Arms: Looking to the Future. Teacher's Resource Book. This curriculum project focuses on U.S.-Soviet relations and the choices that U.S. citizens face today in addressing the Soviet Union and the threat of nuclear war. This book is intended as a resource guide to accompany a 22-minute video presentation and student text that are part of the "Four Futures" curriculum. The resource book includes the curriculum's 6 lesson plans and 27 supplemental activities, along with evaluation criteria and homework assignments for each lesson. The curriculum's six parts are: (1) "Getting Started," (2) "Providing a Historical Background," (3) "Introducing the Futures," (4) "'Playing' with the Futures," (5) "Four Futures Balloting," and (6) "Moving Beyond the Futures." Appendices contain optional evaluation materials, as well as 111 additional references and information to supplement classroom discussion and student research. (AS)…

Beard, David; Zinkievich, Noel (1970). Twentieth Century United States History. Grades 11 and 12. This course outline for grades 11 and 12 presents a topical approach to history instruction with emphasis on the post-World War II era. A statement of general objectives is given and these 22 relevant topics are suggested for study: 1) Radicalism in America, 2) Antiwar Movements, 3) Civil Liberties, 4) Politics of Religion, 5) Black Nationalism, 6) Race Relations, 7) Labor Movement, 8) Politics-Elections and Issues, 9) Changing Economic Patterns, 10) Viet Nam, 11) Minority Groups in America, 12) Cold War Politics, 13) Institutional Changes in American Society, 14) Foreign Policy, 15) United Nations, 16) Problems of Control an Institutionalized Society, 17) Consumer Protection, 18) Identity in America, 19) Manners and Morals, 20) Philosophical Trends, 21) Political Ideologies, 22) Urban Problems. A brief explanation of the concepts and understandings related to each topic is given and significant areas for emphasis are noted. Bibliographies are included by topic and some audiovisual… [PDF]

Small, Melvin (1994). The Domestic Side of Foreign Policy. OAH Magazine of History, v8 n3 p15-19 Spr. Contends that individuals and organizations advocating the peaceful resolutions of disputes have been important in shaping U.S. history. Asserts that teachers discussing diplomatic history should focus on the way domestic political forces shaped that history. Provides a chronological overview of the impact of the peace movement on U.S diplomatic relations. (CFR)…

Beck, Robert J.; Cummins, Jonathan; Yep, Jasmine (2005). Picturing Peace: Local and Universal Symbols in Three Cultures. Journal for Learning through the Arts, v1 n1 Article 6. Picturing Peace is an ArtsBridge collaboration in which K-12 students learn to use digital cameras to communicate their feelings and ideas about peace. The photographs of three student cultures were analyzed. Both local and universal symbols of peace were found, such as nature, light, community, environment, peace signs, play, spiritual symbols, diversity, body and innocence…. [PDF]

(1995). Act against Violence: Join the New Peace Movement. National Campaign To Reduce Youth Violence: A Guide to Action. Community Resource Guide. There were 2.7 million incidents of child abuse or neglect reported to authorities in one year. Between 1986 and 1992, the total number of children killed by firearms rose by 144 percent. A 1990 survey of inner-city young people in Baltimore found one in four teenagers had witnessed a murder and three in four knew someone who had been shot. What these statistics say is that American young people are being killed and maimed in record numbers. This guide was developed in conjunction with the National Campaign to Reduce Youth Violence. Designed to encourage involvement in preventing youth violence, the following topics are covered: (1) \Models that Work\ describes two community based programs and two school-based programs, highlighting key elements and approaches; (2) \Curricula to Prevent or Reduce Violence\ is a guide to some of the most widely used curricula for reducing youth violence; (3) \Moving beyond Fear: A Framework for Action\ provides steps for getting involved in… [PDF]

Moore, Melinda; Olsen, Laurie (1984). Our Future at Stake: A Teenager's Guide to Stopping the Nuclear Arms Race. Intended to encourage young people to take part in the dialogue about nuclear weapons and become active on nuclear issues, this guide talks about nuclear weapons and what people can do to stop the threat of nuclear war. There are two major sections. The first section, "The Problem," contains background readings on nuclear issues. Discussed are how the nuclear arms race started, why people think we need nuclear weapons for national security, the cost of the arms race, and arms control. The second section, "What Can I Do?" discusses how to educate and organize others; take part in marches, rallies, and demonstrations; use voting power; make government listen by lobbying, writing, and calling; influence the media; and improve self-expression. The appendices provide a chronology of U.S.-USSR relations; key dates in disarmament; a sample press release; a list of advocacy and resource organizations, government agencies, and classroom curriculum materials; and a…

Abrams, Grace C.; Schmidt, Fran (1971). Social Studies: Peace in the Twentieth Century. This study of the effort and failures to maintain world peace in this century is intended as an elective, quinmester course for grades 7 through 9. It encompasses the concept of nationalism and the role it plays in the decisions that lead to war, and organizations that have tried and are trying to preserve or bring about peace. Among other goals for the course are for the student to: 1) assess his own attitudes and beliefs concerning peace and generalize about the nature of war; 2) examine the social, political, and economic reasons for war; 3) analyze breakdowns in world peace in this century and the resultant human problems; 4) investigate and suggest alternatives to war as a means of settling conflict; and, 5) describe ways and means an individual can work for peace. The guide itself is divided into a broad goals section, a content outline, objectives and learning activities, and teacher/student materials. Learning activities are highly varied and are closely tied with course… [PDF]

Alonso, Harriet Hyman (1994). Peace and Women's Issues in U.S. History. OAH Magazine of History, v8 n3 p20-25 Spr. Asserts that the role of women, peace, and nonviolence have been ignored in U.S. history textbooks. Traces the history of the women's rights movement through U.S. history and emphasizes the links with the peace movement. Includes an annotated bibliography of 13 items for teachers and students. (CFR)…

(1991). Notable 1990 Children's Trade Books in the Field of Social Studies. Social Education, v55 n4 p253-60 Apr-May. Presents the annual annotated bibliography of children's trade books, recommended by the Book Review Subcommittee of the National Council for the Social Studies (NCSS)-Children's Book Council (CBC) Joint Committee. Selects books written for children in grades K-8, emphasizing human relations and cultural diversity. Selection also reflects originality, readability, literary quality, and format. (CH)…

Rutherford, Ken (1997). Humanitarian Consequences of Land Mines. Update on Law-Related Education, v21 n1 p30-31 Win. Investigates the human and economic consequences of the continuing use and abandonment of land mines. Discusses the reasons for the worldwide proliferation (over 85 million uncleared mines in at least 62 countries) and the legal complexities in curtailing their use. Includes a brief account by a land-mine victim. (MJP)…

Parkinson, Brian, Ed. (1998). Edinburgh Working Papers in Applied Linguistics, 1998. Edinburgh Working Papers in Applied Linguistics, n9. Papers on applied linguistics and language pedagogy include: \Non-Exact Quantification in Slide Presentations of Medical Research\ (Ron Howard); \Modality and Point of View: A Contrastive Analysis of Japanese Wartime and Peacetime Newspaper Discourse\ (Noriko Iwamoto); \Classroom Transcripts and 'Noticing' in Teacher Education\ (Tony Lynch); \Questions of Presentation: Evaluating Success in EAP Seminar Skills Classes\ (Tony Lynch); \Butterflies in the Rain Forest? Ethnography and the Business English Student\ (Jill Northcott and Gillian Brown); \Translator, Traitor, Source of Data: Translations of 'Foreign Phrases' as an Awareness-Raising Exercise\ (Brian Parkinson); \To Code or Not To Code?\ (Brian Parkinson, Parveen Sandhu, Manel Lacorte, Lesley Gourlay); and \Ewebuation\ (Joan-Tomas Pujola). (MSE)… [PDF]

(1998). Highlights from the Second World Congress of Education International (2nd, Washington, DC, July 1998). The papers in this volume reflect the general theme of the conference, which includes issues that will shape the future of Education International and of education for decades to come. The first half of the publication includes speeches by the following individuals: (1) Mary Hatwood Futrell, President, Education International; (2) Sandra Feldman, President, American Federation of Teachers; (3) Bob Chase, President, National Education Association; (4) Bill Jordan, General Secretary, International Confederation of Free Trade Unions; (5) Katherine Hagen, Deputy Director-General, International Labor Office; (6) Federico Mayor, Director-General, UNESCO; (7) Fred van Leeuwen, General Secretary, Education International; (8) Hans Engelberts, General Secretary, Public Services International; (9) Gaston de la Haye, General Secretary, World Confederation of Teachers; (10) Maris O'Rourke, Director, Education Department, The World Bank; (11) John J. Sweeney, President, AFL-CIO; (12) Kofi A…. [PDF]

Woito, Robert, Ed. (1977). International Human Rights Kit. Designed for students, educators, and citizens interested in human rights, the booklet presents resources for learning about the facts, perspectives, and existing procedures and institutions to promote human rights. Chapter one explores the relationship between human rights and war. Chapter two presents a self-survey to help readers clarify personal values; a discussion of 49 common questions about human rights; and an examination of the compatibility of social and cultural rights with civil and political rights. In chapter three, transcripts of speeches by government representatives from the United States, Communist world, Third World, and the United Nations offer various perspectives on foreign policy goals and attitudes toward human rights. A detailed analysis of the International Bill of Rights comprises chapter four. Chapter five indicates the international human rights instruments which have been ratified by various countries, and reveals the limited relationship between…

Mertz, Gayle (1997). War, Peace, and Human Rights: Listening to Children's Voices. Teaching Strategy. Update on Law-Related Education, v21 n1 p12-14 Win. Presents a lesson plan that teaches students the relationship between basic international doctrine and the proliferation and control of weapons of mass destruction. Assigned readings and handouts, including the preamble to the United Nations' Convention on the Rights of the Child, facilitate student reports and group discussions. (MJP)…

(1977). INTERdependence Curriculum Aid. Stressing global interdependence, this guide suggests resources, materials, and activities related to major world problems. Global interdependence is interpreted as connections between and among nations in areas of war and peace, human rights, environmental use, economics, and international law. The major objective is to help students understand the international moral, political, economic, and geophysical dimensions of world problems. Following a discussion of the concept of interdependence and a listing of resources, the document presents eight units related to global concerns: food and nutrition, global economy, human rights, oceans, peace, resource scarcity, science and technology, and international institutions. Each unit includes objectives, background, discussion questions, bibliography, resource materials, audiovisual aids, classroom activities, field trips, and references. Learning activities involve students in educational games, group discussion and role playing, reading…

(1970). A Curriculum Guide in Elementary Social Studies: Man in a Changing Society. Grade Five. This grade 5 social studies curriculum unit presents a course on Man In A Changing Society. An objective of the instructional program for this level is that the student broaden his perspective of the concept "man" from the family, community, and the state to understand his nation as a changing society. Units for study are: 1) A Nation Evolves From Immigration; 2) A Nation Emerges Through Conflict To A World Power; 3) Man and His Government; and, 4) Scarcity Is a Constant Reality (Optional). Format of the guide is consistent with this series, stating objectives and giving curriculum content in these major divisions: 1) Concepts; 2) Teaching Strategies; 3) Content and Materials; 4) Varieties in Strategies and Content; and 5) Evaluation. A specific objective of the fifth grade program is the improvement of social and academic skills through opportunities of individualized or small group work. Related documents are: SO 001 185 through SO 001 189. (Author/JSB)… [PDF]

French, Dan; Phillips, Connie (1983). Crossroads: Quality of Life in a Nuclear World. A High School Science Curriculum. One of a set of high school curricula on nuclear issues, this 10-day science unit helps students understand the interrelationship between the economy, the arms race, military spending, and the threat of nuclear war. Through activities such as role playing, discussion, brainstorming, and problem solving, students develop their ability to evaluate issues and information in order to make educated decisions. Topics covered in the 10 lessons are: the background of nuclear weapons; individual and current world conflicts; weapons; the biological and ecological effects of a nuclear explosion; Hiroshima; radiation; civil defense; nuclear proliferation; perceptions of national security, resources, and a healthy economy; and military spending. In a culminating activity, students are encouraged to express their feelings and explore ways they can affect society. Each lesson includes a plan sheet, readings, student activities, and a homework assignment. Additional materials include an evaluation…

Booth, Elizabeth Mills (2000). Promoting Powerful People: A Process for Change. Revised. This training manual outlines a process for change that trainers in nutrition, community development, and other sectors can use to teach volunteers to help people in developing areas help themselves. Four series of training sessions are organized around the following four steps for effecting change: (1) listen and observe (learn what local community members do in their daily lives and identify their needs); (2) discuss and decide (use the information gathered in step 1 to select a target group and determine what the group members wish to change and what actions they will take to work toward those changes); (3) try something (develop and use various communication channels to try locally developed activities that promote and support the actions required to effect change); and (4) assess the results of the community's work by returning to step 1. Section 1 details the proposed change process and explains how to use the manual. Sections 2-5 are each devoted to one of the four steps….

Milburn, Thomas (1970). Problems of Integrating Academic Disciplines in the Study of War, Violence, and Social Change. The problems mankind faces are of such overwhelming importance that it is easy to see why we are interested in integrating the academic disciplines to study war, violence, and social change. Could not the behavioral sciences, properly mobilized, enable us to reduce the probabilities of war and violence, and make social change more tolerable? Toward these ends, the integration of academic disciplines, and the cooperation of these disciplines with practitioners (educators) should prove worthwhile. There are several obstacles to interdisciplinary work: 1) the anxiety-provoking nature of this area of research, which causes people to withdraw to safe problems in their own disciplines; 2) the tendency to regard only the things in one's own discipline as problematic, and those things outside as givens; 3) the defensiveness and jealousy that often exists between disciplines; and, 4) each discipline having its own distinct methods. One way to overcome these obstacles is to be aware of the… [PDF]

North, Robert C. (1970). Alternative Futures for Society: Certain Variables and Parameters. This paper begins by establishing the need for new world views and social invention. Its thesis is that: 1) reform must begin at both the individual and system levels; 2) we must clearly see how we are caught in systems within systems; and, 3) by responding somewhat acquiesently to these systems, we help keep them stabilized. The author first provides a model to account for human behavior, and discusses the way perceptions, values, expectations, and loyalties lead to foundations for social organization, custom, law, and institutions. Many of these widely shared values are associated with preservation of a society from inner and outer threats, and pursuit of national interests. The behavior of nations and empires is then characterized, mainly in terms of the dynamics of leadership, how it interacts with the shared values, and the process of decision making by national leaders. The author discusses the importance of population and technology as parameters affecting the decisions of… [PDF]

Jose, William S., II; Yandell, Wilson (1970). Education for Times of Conflict and Change. This presentation explores the dimensions of interaction, engagement, and collaboration possible between clinicians and teachers as it relates to changes in education necessary for our time. The authors attempt to identify educational goals, based upon our changing concepts of man as a social being, to serve in considering the contribution of behavioral scientists to the future of education. Toward this end, the educational process itself is examined, and the relevance of affectively charged, experiential learning for man is discussed. Finally, ways are examined in which behavioral scientists may have both the opportunity and skills for participation in the changes evolving in education. The authors conclude that the behavioral scientists' understanding of child development and the learning process means that they have particular insights to contribute to the planning of the educational process. Their understanding of conflict and of conditions essential for forcing change without… [PDF]

North, Robert (1969). Violence: Interpersonal, Intergroup, and International. With Comments. This paper takes a holistic view of the conditions and causes of conflict and violence. Beginning with an analysis of interaction and conflict between individuals, the author proceeds to examine its occurrence on the group, organization, and nation-state level. He points out that since all human interaction involves some conflict, we should consider alternative modes for conflict management. Several uni-causes have at times been put forth for war–including biological instinct, a form of psychotic behavior, etc. The line of argument taken here is that national leaders will always try to move their nation in directions which reduce whatever discrepancies they perceive between the state of affairs they believe they are living in, and the state of affairs they prefer. Based on this analysis, the general dynamics of conflict and violence between nations of varying levels of power are examined. The author points out that because of these dynamics, warfare is almost inseparable from the… [PDF]

(1972). Understanding the Concepts of System and Model. Prerequisites to the Study of World Politics. This exercise, designed for use by upper elementary and high school students, introduces the concepts of model and system. By examining a physical model, such as a top, the student learns the concepts of model and system which can later be applied to the study of social systems. A large system of interrelated parts is examined and the system and sub-systems analyzed. Emphasis is upon the concept formation of interdependence. Understanding of the two concepts is viewed as a prerequisite to the study of world politics in which there exists an interdependence among all nations. Objectives, a list of needed materials, and procedures are briefly stated. Sixteen questions for examination of the model are included to help students define the two concepts; analyze advantages and disadvantages for studying systems; represent a system pictorially, orally, or in writing; and recognize essential and non-essential parts and sub-systems. (Author/SJM)… [PDF]

Freeman, Robert E. (1972). Power: A Questioning Strategy for Analyzing Power Relationships. Nine questions provide a framework for examining and analyzing how power is used in human relationships and institutions and four questions are presented that show how to begin to apply knowledge about power learning through the previous questioning. To gain an understanding of power, students can analyze various historical situations, institutions, and classroom relationships. Films, texts, novels, personal experiences, simulations, and newspapers contain data on power relationships for examination. Content from the various social science disciplines can be examined by the questions. (SJM)… [PDF]

Bischoff, Steve; And Others (1972). Military Obligation and the Invididual, With a Focus on Conscription in the U.S. Teacher's Guide and Student Workbook. Third Draft. Designed for high school seniors, this unit, consisting of a teaching guide and instructional materials for students, focuses on the nature and meaning of the obligation of an American to his country and himself in regard to military service. Cognitive objectives are to provide students with an understanding of conscription, of the Selective Service System of the U.S., of alternative responses to military services and alternative means of providing for the national defense. Affective objectives are to help students explore the nature of their obligation to themselves and their country, of alternative positions, and of patriotism and loyalty. Activity units introduce role playing, skits, filmstrips, readings, and class discussion. The teacher's guide outlines intended content and activities for each of the twenty day class periods. Most student instruction materials are included in the workbook. Topic headings for the four parts are: The Selective Service System and Conscription in… [PDF]

Borad, Bruce; Fagerstrom, Richard A. (1972). Environmental Issues Conflict Unit. Teacher's Guide and Student Book. The two separate manuals focus on environmental issues of interest to secondary students. An introductory unit deals with basic ecology and is followed by another unit that explores man's ethic toward the use of environment. Emphasis is upon two major ecological conflicts: one over the use of a wilderness area, and the other over the use of living and non-living resources of the oceans. In the third unit, students examine the right of Walt Disney productions to develop the Mineral King area of the Sequoia National Forest in California into a resort. Questions over use of the oceans are examined in the last unit, with students discussing a variety of issues ranging from oil spills and fishing rights to the division of the wealth in the oceans. Inductive methods encourage students to discover controversy through the examination and discussion of issues and through various suggested activities. Problem solving and concept learning are emphasized. The teaching guide is arranged into…